Basic Indicators on the Incorporation of ICT into European Education Systems

Transcription

1 Diretorte-Generl for Edution nd Culture Bsi Inditors on the Inorportion of ICT into Europen Edution Systems Fts nd figures 2000/01 Annul Report Europen Commission

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3 EURYDICE Bsi Inditors on the Inorportion of ICT into Europen Edution Systems Fts nd figures 2000/01 Annul Report Eurydie The Informtion Network on Edution in Europe

4 This doument is pulished y the Eurydie Europen Unit with the finnil support of the Europen Commission (Diretorte-Generl for Edution nd Culture). Aville in English (Bsi Inditors on the Inorportion of ICT into Europen Edution Systems Fts nd figures 2000/01 Annul Report) nd Frenh (Inditeurs de se sur l intégrtion des TIC dns les systèmes édutifs européens Fits et hiffres Rpport nnuel 2000/2001). D/2001/4008/22 ISBN This doument is lso ville on the Internet ( Text ompleted in Novemer Eurydie, The ontents of this pulition my e reprodued in prt, exept for ommeril purposes, provided tht the extrt is preeded y omplete referene to Eurydie, the informtion network on edution in Europe, followed y the dte of pulition of the doument. Requests for permission to reprodue the entire doument must e mde to the Europen Unit. Cover photogrph: Photo: Getty Imges, Brussels, Belgium. EURYDICE Europen Unit Avenue Louise 240 B-1050 Brussels Tel. (32-02) Fx (32-02) E-mil: [email protected] Internet: Printed in Belgium

5 CONTENTS Contents Prefe A short guide to ontent Glossry III V VII IX Ntionl poliy 1 Figure 1. Figure 2. Figure 3. Figure 4. Figure 5. Edution levels overed y offiil douments on the use of ICT. Primry, seondry nd higher edution (ISCED 1-3, 5 nd 6) (in fore during 2000/01) Ntionl or offiil odies with remit for supervision nd/or promotion of ntionl poliy for ICT in edution, 2000/01 Implementtion shedule for typil ICT projets. Primry nd seondry edution (ISCED 1, 2, 3), Ojetives in ICT. Primry edution (ISCED 1). Projets under wy in 2000/01 Ojetives in ICT. Seondry edution (ISCED 2 nd 3). Projets under wy in 2000/ Bsi inditors 7 Figure 6. Figure 7. Figure 8. Figure 9. Figure 10. Figure 11. Figure 12. Figure 13. Numer of pupils per omputer, nd numer of pupils per omputer with n Internet onnetion. Primry edution (ISCED 1), 2001 Numer of pupils per omputer, nd numer of pupils per omputer with n Internet onnetion. Seondry edution (ISCED 2 nd 3), 2001 Responsiility for the purhse nd mintenne of hrdwre. Primry nd seondry edution (ISCED 1, 2, 3). Projets under wy in 2000/01 Distriution of the speifi udget etween the purhse of equipment nd expenditure on humn resoures. Primry edution (ISCED 1). Projets under wy in 2000/01 Distriution of the speifi udget etween the purhse of equipment nd expenditure on humn resoures. Generl lower seondry edution (ISCED 2). Projets under wy in 2000/01 Distriution of the speifi udget etween the purhse of equipment nd expenditure on humn resoures. Generl upper seondry edution (ISCED 3). Projets under wy in 2000/01 Inlusion of ICT in the urriulum. Primry edution (ISCED 1), 2000/01 Perentge of tehers who use omputers nd/or the Internet in the lssroom. Primry edution (ISCED 1), III

6 Bsi inditors (ontinued) Figure 14. Figure 15. Figure 16. Figure 17. Figure 18. Figure 19. Figure 20. Figure 21. Figure 22. Figure 23. Figure 24. Figure 25. Figure 26. Figure 27. Figure 28. Figure 29. Figure 30. Averge periods during whih primry shooltehers (ISCED 1) use omputers (with or without Internet onnetions) in the lssroom, in hours per week, 2001 Approhes to ICT defined in the urriulum. Primry edution (ISCED 1), 2000/01 Ojetives defined in the urriulum for the tehing or the use of ICT. Primry edution (ISCED 1), 2000/01 Inlusion of ICT in the urriulum. Generl seondry edution (ISCED 2 nd 3), 2000/01 Perentge of tehers who use omputers nd/or the Internet in the lssroom. Seondry edution (ISCED 2 nd 3), 2001 Resons given for not using the Internet with pupils. Seondry edution (ISCED 2 nd 3), 2001 Approhes to ICT defined in the urriulum. Generl lower seondry edution (ISCED 2), 2000/01 Annul numer of hours reommended for tehing ICT s sujet in its own right. Generl lower seondry edution (ISCED 2), 2000/01 Ojetives defined in the urriulum for the tehing or the use of ICT. Generl lower seondry edution (ISCED 2), 2000/01 Approhes to ICT defined in the urriulum. Generl upper seondry edution (ISCED 3), 2000/01 Ojetives defined in the urriulum for the tehing or the use of ICT. Generl upper seondry edution (ISCED 3), 2000/01 Speilist ICT tehers. Primry nd seondry edution (ISCED 1, 2 nd 3), 2000/01 Inlusion of ICT in the initil trining of ll tehers (exept speilist ICT tehers). Primry edution, 2000/01 Inlusion of ICT in the initil trining of ll tehers (exept speilist ICT tehers). Lower seondry edution (ISCED 2), 2000/01 Inlusion of ICT in the initil trining of ll tehers (exept speilist ICT tehers). Generl upper seondry edution (ISCED 3), 2000/01 Perentge shre of ompulsory tehing relted to ICT, nd the numer of hours devoted to suh tehing, in the initil trining of ll tehers (exept speilist ICT tehers). Lower seondry level (ISCED 2), 2000/01 Desirle ICT skills ording to offiil reommendtions for the initil trining of ll tehers (exept speilist ICT tehers). Lower seondry edution (ISCED 2), 2000/ Figure 31. Perentges of primry shooltehers (ISCED 1) nd seondry shooltehers (ISCED 2 nd 3) who hve reeived offiil trining in the use of omputers nd/or the Internet in their tehing, Figure 32. Perentges of primry shooltehers (ISCED 1) nd seondry shooltehers (ISCED 2 nd 3) in the EU who hve reeived offiil trining in the use of omputers nd/or the Internet in their tehing, Aknowledgements 37 IV

7 PREFACE The need to inorporte informtion nd ommunition tehnology (ICT) into edution is now inesple, lrgely s result of the growth of the Internet. The mny tion plns dopted t ntionl nd Europen levels (elerning), s well s investment in omputeristion, teher trining nd the updting of urriul er witness to this. While the pe of suh developments vries gretly, there is no dout tht ll Europen ountries re tthing very high priority to ICT in their ntionl poliies nd seeking to djust the wy their edution systems re orgnised nd funtion s result. As prt of its informtion tivities, the Eurydie Network hs een losely following the ICT issue for three yers, pulishing dt tht provide greter insight into how edution systems re tking ount of this new sitution. Aordingly, in the 1999/2000 edition of the joint Eurydie/Eurostt report Key Dt on Edution in Europe, one hpter ontined (minly qulittive) inditors on ICT in the field of edution. A Eurydie Survey on the sujet ws lso pulished in Septemer This provides for etter understnding of the nture nd sope of ntionl inititives in this re. Beuse the sujet is so topil nd the sitution in different ountries hnging so fst, it is importnt to updte pulished informtion on regulr sis nd enhne its interest with dditionl fresh dt. To meet this need, Eurydie will in future pulish seprtely from Key Dt n nnul report devoted exlusively to si inditors on ICT. It is in reltion to this ommitment tht the present report hs een prepred. It fouses minly on the primry nd seondry levels of edution nd omprises the 2000/01 updte of the inditors in Key Dt on Edution. In the light of the hnges oserved in the lst three yers, it my e onluded tht effort hs een invested in this re with the very widespred inorportion of ICT into shool urriul nd teher trining. This report lso provides more detiled informtion on the mount of tehing time devoted to ICT, the pprohes dvoted nd teher trining in this re. Furthermore, it hs een possile to dd severl inditors derived from the speil Eurorometer survey reently onduted for the Europen Commission in reltion to elerning. They offer quntittive view of omputeristion nd the use to whih it is put in shools. Given tht the inorportion of informtion nd ommunition tehnology into Europen edution systems is proess tht, in the long term, will hve mjor implitions for the orgnistion nd methods of tehing, the Eurydie Network will pursue its informtion tivity on the issue. This ontriution will ontinue to e of vlue t ntionl level in enourging n exhnge of experiene on the sujet. And it will e of no less vlue t Europen level oth in reltion to implementtion of the Europen elerning tion pln nd the follow-up to the Europen Report on the onrete future ojetives of edution nd trining systems, whih devotes speil ttention to this question. Lue Pépin, Hed of the Eurydie Europen Unit Novemer 2001 V

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9 A SHORT GUIDE TO CONTENT This pulition ontins informtion on ntionl poliies for edution in informtion nd ommunition tehnology (ICT) nd inditors on the wy this tehnology hs een inorported into Europen shool edution systems. It hs een prepred on the sis of dt supplied y the Ntionl Units in the Eurydie Network (who re knowledged t the end of the pulition) nd the findings of the first Eurorometer Flsh surveys on this sujet. The present report demonstrtes lerly how this setor hs now eome n edutionl priority. This development is unquestionly linked to the rpid growth of the Internet nd the very mny ommunition resoures whih re set to eome prt nd prel of everyone s dily life. It is lso onsistent with the elerning tion pln implemented s prt of EU poliy. The inditors ontined in this pulition drw speil ttention to the following spets: EDUCATION POLICIES ARE INCREASINGLY GEARED TO THE USE OF ICT ICT lies t the hert of ntionl poliies. All Europen ountries tody possess offiil douments iming to promote its use (Figure 1). The integrtion of ICT into shool systems is eoming progressively more widespred. In few ses long-stnding priority, ICT poliies re inresingly eing implemented. Everywhere, odies hve een set up to promote or supervise the implementtion of offiil reommendtions. Edution systems re eing diretly trgeted y ntionl projets drwn up in ll ountries (Figure 3). These inititives relte to the whole of ompulsory edution nd upper seondry edution. Most of them re reent nd egn fter On verge, they lst for five yers, even though few ountries hve egun projets plnned to lst for round ten yers. The min ims re similr in nerly ll ountries (Figures 4 to 6), nmely to oost the omputeristion of shools ut lso the prtil use of ICT in edution (whether this reltes to teher trining, development of the skills of pupils or the use of edutionl softwre). BUDGETS ARE RARELY MANAGED EXCLUSIVELY AT CENTRAL GOVERNMENT LEVEL Ntionl sttistil dt ville regrding the purhse nd mintenne of ICT equipment, or the ICT udget re hrd to ompre. No stndrdised dtse s yet exists. This pulition does not therefore ontin ny informtion on the size of the udget lloted to ICT in the vrious ountries. The diffiulty of otining this sort of mteril is explined prtly y the shred responsiilities for the purhse nd mintenne of equipment. Indeed, s Figure 8 shows, in Europe it is very unusul to find finnil mngement resting solely with the ministry in entrl government. Equipment udgets re most often mnged either t the lol level or jointly, with the responsiility shred etween severl levels of uthority. The wy udgets re lloted etween equipment nd humn resoures hs lso proved diffiult to identify lerly in mny ountries. However, where the rekdown is known, equipment nd filities hve often tken preedene in expenditure (Figures 9 to 11). PROGRAMMING IS OFTEN NOT AMONG THE CURRICULAR AIMS OF THE THREE LEVELS OF SCHOOL EDUCATION Even t primry level, lerning out ICT hs now eome n integrl prt of the minimum ompulsory urriulum in mny ountries. At seondry level, this sitution is virtully the norm. In few ses however, the inlusion of ICT is reent development. Elsewhere, shemes to inlude it re under wy nd sometimes the fous of experimenttion in smll numer of shools (Figure 12). The ims pursued differ little with the level of edution (Figures 16, 22 nd 24). They over rod rnge of skills, extending from the use of vrious softwre pkges to ommunition vi network, not to mention CD-ROM or network-sed informtion serhes. VII

10 Although the development of profiieny in progrmming is the lest widely enountered ojetive in ompulsory edution (ISCED 1 nd 2), it is inluded in the urriulum for upper seondry edution in over hlf of ll ountries. The use of ICT s tool to e used for projets or for edutionl ontent is the pproh most ommonly reommended for primry shools (Figure 15). Pre-ession ountries typilly teh it s seprte urriulum sujet in its own right. At seondry level in lmost ll Europen Union ountries, ICT is tught s seprte sujet, ut tehers still often rely on it s tool for tehing other sujets (Figures 20 nd 23). When ICT is offered s seprte sujet t the end of ompulsory shooling (ISCED 2), the mount of time reommended for it in the urriulum nd/or offiil guidelines vries enormously from under 10 hours yer to over 60 (Figure 21). To this numer of hours should e dded the time devoted to ICT when it is used to support projets or in other res of edutionl ontent, ut this is lmost impossile to mesure. The vrious pprohes dvoted for the different levels of edution re to e set in the ontext of teher trining. ICT speilists re most likely to e found t seondry level (Figure 25). They teh ICT s sujet in its own right, wheres tehers of other sujets mke use of ICT s tool. A MAJORITY OF TEACHERS MAKE USE OF ICT IN THE COURSE OF THEIR TEACHING ON A REGULAR BASIS In the Europen Union in 2000/01, 71 % nd 60 % of tehers t primry nd generl seondry levels respetively (Figures 13 nd 18) sid they used ICT with their pupils on firly regulr sis. Lk of ess nd prolems of equipment or filities re the mjor resons given y tehers for not using ICT in the lssroom. Lk of ny offiil trining in the use of omputers or the Internet does not pper to e ftor preventing tehers from using them with their pupils. In the EU s whole, just over hlf of those tehers who hd no offiil trining use omputers during their lessons (Figure 32). Similrly, in seondry edution, there is no pprent reltion etween the use of omputers or the Internet with pupils, nd the ge of tehers. Agin tking the EU s whole, the perentges registered for eh of the four ge-groups rnge from 57 % of tehers using omputers in the highest ge-group to 65 % in the youngest, nd 40 % using the Internet in the highest ge-group to 44 % mong those ged AN INCREASING NUMBER OF COUNTRIES INCLUDE ICT IN THE COMPULSORY CURRICULUM OF INITIAL TEACHER TRAINING, BUT TRAINING INSTITUTIONS ARE OFTEN LARGELY FREE TO DETERMINE HOW IT SHOULD BE TAUGHT The importne of teher trining goes hnd in hnd with the inlusion of ICT in the edution of pupils. Indeed, only tehers who hve themselves een trined in the use of ICT will e in position to supervise their pupils effetively s they eome fully fmilir with nd grdully mster its essentil resoures. In over hlf of ll Europen ountries, ICT hs eome ompulsory prt of the urriulum for the initil trining of tehers for either primry or seondry edution (Figures 26 to 28). However, s regrds the initil trining of lower seondry shooltehers for whom dt is ville, offiil reommendtions on the sujet of ICT trining re often generl nd stipulte only the ompulsory nture of work on ICT during initil trining. In most Europen ountries, minimum requirements onerning the mount of time to e devoted to the sujet do not exist. Reommendtions on ontent during initil trining re more frequent nd s muh importne is generlly tthed to prtil ommnd of ICT for personl use, s mstery of it for tehing purposes. Orgnistion, ontent nd the mount of time set side for suh trining re, in some ountries, the prerogtive of individul teher trining institutions. Their totl freedom in this respet rises questions s to the omptiility of ICT trining for future tehers in the institutions onerned nd the uniformity of the skills they quire. Although ll ountries hve lid down poliy for in-servie teher trining whih tkes ount of these spets, it ppers no less urgent to ensure tht ll future tehers quire the neessry skills. This is n inesple requirement if the younger genertion re to mster ICT. VIII

11 GLOSSARY CODES AND ABBREVIATIONS COUNTRY CODES EU Europen Union EFTA/EEA Europen Free Trde Assoition / Europen Eonomi Are B Belgium IS Ielnd B fr Belgium Frenh Community LI Liehtenstein B de Belgium Germn-speking Community NO Norwy B nl Belgium Flemish Community DK Denmrk Pre-ession ountries D Germny BG Bulgri EL Greee CZ Czeh Repuli E Spin EE Estoni F Frne CY Cyprus IRL Irelnd LV Ltvi I Itly LT Lithuni L Luxemourg HU Hungry NL Netherlnds MT Mlt A Austri PL Polnd P Portugl RO Romni FIN Finlnd SI Sloveni S Sweden SK Slovki UK E/W NI SC United Kingdom Englnd nd Wles Northern Irelnd Sotlnd NATIONAL ABBREVIATIONS IN THEIR LANGUAGE OF ORIGIN CNICE Centro Nionl de Informión y Comuniión Edutiv E GCE Generl Certifite of Edution UK (E/W/NI) GCSE Generl Certifite of Seondry Edution UK (E/W/NI) HF Højere Foreredelseseksmen DK IUFM Institut Universitire de Formtion des Mîtres F STATISTICAL SYMBOLS AND ABBREVIATIONS (:) Not ville (*) Estimte Not pplile ICT Informtion nd ommunition tehnology IX

12 THE INTERNATIONAL STANDARD CLASSIFICATION OF EDUCATION (ISCED) In order to filitte omprison etween ountries, the different levels of ntionl edution hve een lloted the vrious ISCED levels. Beginning with dt gthered for the 1997/98 demi yer, the following lssifition is used: ISCED 0: pre-primry edution. ISCED 1: primry edution. ISCED 2: lower seondry edution. ISCED 3: upper seondry edution. ISCED 4: post-seondry non-tertiry edution. ISCED 5: university nd non-university ourses in tertiry edution leding to first qulifition; dmission to them requires s minimum the stisftory ompletion of upper seondry edution, or equivlent ourses offered in post-seondry edution. ISCED 6: ourses in tertiry edution leding to n dvned reserh qulifition. Aording to the ISCED lssifition, the first two yers of seondry edution in Belgium nd the first three yers of seondry edution in the United Kingdom (E/W/NI) oinide with ISCED level 2 (lower seondry edution). Aording to this sme lssifition, the finl three yers of ompulsory edution offered within single struture in Denmrk, Portugl, Finlnd nd Sweden, in the EU, re inluded in the sme level s lower seondry edution (ISCED 2). This lso pplies for the finl three yers of the singlestruture system in Ielnd nd Norwy (in the ountries of the EFTA/EEA) nd in Estoni. In the other pre-ession ountries, in the Czeh Repuli nd Hungry, the lst four yers of the single struture orrespond to ISCED level 2 nd in Ltvi, Sloveni nd Slovki the lst five yers. EUROBAROMETER INDICATORS ON THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGY IN EDUCATION Stndrd Eurorometer surveys hve een onduted for the Puli Opinion Setor in the Press nd Communition Diretorte of the Europen Commission twie yer sine the utumn of The sme set of questions overing vrious mtters of interest is regulrly put to representtive smple of the popultion ged 15 nd over in eh EU Memer Stte. As prt of the eeurope tion pln, the Informtion Soiety Diretorte-Generl, in oopertion with the Diretorte-Generl for Edution nd Culture, orgnised two Eurorometer Flsh surveys over the telephone in 2001, overing representtive smple of shool heds (Flsh 101) nd tehers (Flsh 102) in eh EU ountry. The questions put to the shool heds were minly onerned with their shool ICT equipment nd filities. The questions put to the tehers minly overed the use of omputers nd the Internet with their pupils (time spent using them, frequeny of their use, resons for not using them, et.), rrngements for offiil provision in this field nd how ICT hs hnged the wy they tught. The Commission hs nlysed the results of the Eurorometer surveys on the use of omputers nd the Internet in shools throughout the EU. The doument setting out these results is ville t the following ddress: X

13 NATIONAL POLICY NATIONAL POLICY AND OFFICIAL DOCUMENTS ON THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGY A ntionl or offiil poliy enourging the use of informtion nd ommunition tehnology in edution is in opertion in ll Europen ountries. This ntionl poliy hs generlly een enpsulted in one or more offiil douments (lw, deree, irulr, reommendtion, tion pln). In the mjority of ountries, the offiil douments on the use of ICT dte from the 1990s. In the Czeh Repuli, Mlt nd Slovki, they hve een dopted very reently. In ll ountries, these offiil douments over t lest ompulsory (primry nd seondry) edution. In mny ountries, s illustrted in the Figure 1, they lso over tertiry edution. Douments re lso devoted to pre-primry edution in the Flemish Community of Belgium, Spin, Frne, Itly, Luxemourg, Portugl, Finlnd, Sweden, Ielnd, Mlt nd Sloveni. FIGURE 1: EDUCATION LEVELS COVERED BY OFFICIAL DOCUMENTS ON THE USE OF ICT. PRIMARY, SECONDARY AND TERTIARY EDUCATION (ISCED 1-3, 5 AND 6) (IN FORCE DURING 2000/01). Primry nd seondry edution (ISCED 1, 2 nd 3) Primry, seondry nd tertiry edution (ISCED 1, 2, 3, 5 nd 6) Soure: Eurydie. Additionl notes Netherlnds: In tertiry edution, only teher-trining institutes re involved in the ntionl progrmme lunhed in United Kingdom: The Ntionl Grid for Lerning ims to support lerners in ll setors of edution. However, the initil fous hs een on primry shools nd teher edution. Czeh Repuli: In April 2000, the government pproved doument sed round two priorities: promoting n infrstruture for ICT in edution nd filitting their inorportion into urriul t ll levels of edution. This doument is ompleted y n implementtion-pln for the period Ltvi: There is no offiil doument relting to tertiry edution, ut urriul inlude vrious ourses in ICT. Mlt: The ntionl minimum urriulum pulished in Deemer 1999 enourges the use of ICT in primry nd seondry edution. Slovki: The Infovek projet dopted in 1998 offiilly reognises the use of ICT in primry nd seondry edution. Explntory note For detils on the overge of ISCED 2, see the glossry t the eginning of the ooklet. 1

14 NATIONAL OR OFFICIAL BODIES ARE RESPONSIBLE FOR SUPERVISING AND/OR PROMOTING NATIONAL POLICY In ll Europen ountries, one or more ntionl or puli odies re responsile for ensuring ompline with the requirements of offiil douments, promoting prtil mesures nd entrlising inititives. The numer of suh odies vries from ountry to ountry, ut their duties nd responsiilities normlly inlude some or ll of the following: they define the ojetives to e pursued; they selet nd/or supply the hrdwre nd the softwre; they orgnise teher trining nd the development of new softwre; they monitor nd oordinte the vrious inititives implemented in this re; they re responsile for the pplition of the deisions tken nd the greements onluded; nd they ollet informtion to ssess the impt of the projets nd progrmmes set in ple, et. FIGURE 2: NATIONAL OR OFFICIAL BODIES WITH A REMIT FOR SUPERVISION AND/OR PROMOTION OF NATIONAL POLICY FOR ICT IN EDUCATION, 2000/01 B fr Ministry of the Frenh Community, nd the Regions of Wlloni nd Brussels-Cpitl Region B de Ministry: Orgnistion of the Unterrihtswesens Deprtement Onderwijs (Deprtment of Edution) B nl Afdeling Beleidsoördintie (Poliy Co-ordintion Division) Undervisningsministeriet DK UNI*C Lerning L Denmrk Kultusministerien / Wissenshftsministerien (Länder) D Bundesministerium für Bildung und Forshung (Bund) Armodies Ypiresies YPEPTH Pedgogiko Instituto Erevnitiko Akdemiko Instituto Tehnologis Ypologiston (EAITY) EL Tmimt Anotton Ekpideftikon Idrymton Instituto Epexergsis Logou Diefthinseis Protovthmis ki Defterovthmis Ekpidefsis Nomon Periferik Epimorfotik Kentr Centro Nionl de Informión y Comuniión Edutiv (Ministerio de Eduión, Cultur y Deporte) Progrm de Nuevs Tenologís de l Eduión de Cnris E Xrx Telemáti Edutiv de Ctluny Centro Multimedi de Glii Red telemti Edutiv de Andlui, et. Ministère de l édution ntionle F Retorts Ministère de l reherhe (Diretion de l tehnologie) Deprtment of Edution nd Siene Ntionl Centre for Tehnology in Edution IRL Ntionl Counil for Curriulum Assessment (NCCA) Ministero dell Puli Istruzione I Ministero dell Università e dell Rier Sientifi e Tenologi Centre de tehnologie de l édution CTE (Ministère de l édution ntionle, de l formtion professionnelle et des sports) L Servie de Coordintion de l Reherhe et de l Innovtion pédgogiques et tehnologiques SCRIPT (Ministère de l édution ntionle, de l formtion professionnelle et des sports) Ministerie vn Onderwijs, Cultuur en Wetenshppen (ICT deprtment for poliy development, o-ordintion nd funding) Kennisnet (orgnistion of the edutionl portl site nd network) Surfnet (orgnistion of the edutionl network for higher edution) ICT Foundtion for shools (mintenne, oopertion etween shools nd lol uthorities, ommeril development of NL the edutionl use of ICT nd innovtion in its use) Expertise Centre (support for the development of edutionl multimedi projets) Pedgogil Centre (support for shools) Duth edution inspetorte (mngement nd development of ICT poliy) Bundesministerium für Bildung, Wissenhft und kulturelle Angelegenheiten Lndesshulräte A Bezirksshulräte Shulleiter Progrmme Nonio Seulo XXI, ICT Progrmme for Shools (Ministry of Edution) Coordintion Group for progrmmes to introdue nd extend ICT nd provide trining in this field t the Ministry of Edution P Internet n Esol, Progrmme for Shool Computer Networks (Ministry of Siene nd Tehnology) Opertionl Progrmme for the Informtion Soiety (Ministry of Siene nd Tehnology) Opetusministeriö Undervisningsminsteriet (Ministry of Edution) FIN Opetushllitus Utildningsstyrelsen (Ntionl Bord of Edution) Sttens skolverk (Ntionl Ageny for Edution) S ITiS (the ICT shool delegtion) Soure: Eurydie. Additionl notes Spin: The nmes of the offiil odies listed my vry from one Autonomous Community to the next. 2

15 UK E/W/NI UK SC IS LI NO INFORMATION AND COMMUNICATION TECHNOLOGY FACTS AND FIGURES FIGURE 2 (CONTINUED): NATIONAL OR OFFICIAL BODIES WITH A REMIT FOR SUPERVISION AND/OR PROMOTION OF NATIONAL POLICY ICT IN EDUCATION, 2000/01 British Edutionl Communitions nd Tehnology Ageny Bet Lol Edution Authorities (E/W) Edution Tehnology Strtegi Mngement Group (NI) Edution nd Lirry Bords (NI) New Opportunities Fund Teher Trining Ageny TTA (E) Deprtment for Edution nd Skills (Englnd) Ntionl Assemly for Wles Edution Deprtment (Wles) Deprtment of Edution (Northern Irelnd) Joint Informtion Systems Committee Lerning nd Tehing Sotlnd Joint Informtion Systems Committee Sottish Exeutive Edution Deprtment New Opportunities Fund Menntmálráðuneytið (Ministry of Edution, Siene nd Culture) Shulmt Areitsgruppen P, Sek I und Sek II Kirke-, utdnnings- og forskningsdeprtementet Læringssenteret Forsknings- og kompetnsenettverk for IT I utdnningen Sttens utdnningskontor BG Министерство на образованието и науката (Ministry of edution nd Siene) Ministerstvo školství, mládeže tělovýhovy (Ministry of Edution, Youth nd Sports) Rd pro relizi státní informční politiky ve vzdĕláváni (Counil for the Implementtion of the Informtion Poliy for CZ Edution) Koordinni entrum (Coordintion Centre of the Ministry of Edution) Hridusministeerium (Ministry of Edution) Tiigrihüppe Sihtsutus (Tiger Lep Foundtion) EE PHARE Infosüsteemid hriduses Progrmme (Informtion Systems in PHARE Edution ISE Progrmme) EENet (Estonin Network for Edution nd Reserh) CY Ypourgeio Pideis ki Politismou Izglītīs un zinātnes ministrij LV Ltvijs Universitāte LIIS Uzrudzīs pdome (Ltvin Edution Computeristion System Surveillne Bord) Švietimo ir Mokslo Ministerij LT Švietimo informiniu tehnologiju entrs Okttási Minisztérium (Ministry of Edution) HU Sulinet Irod (Hungrin Progrmme for Shool Computer Networks) Megyei Pedgógii Intézetek (Regionl Pedgogil Institute) The Ntionl Curriulum Counil (NCC) MT ICT Brnh of the Deprtment of Curriulum Mngement (Ministry of Edution) Su-Committee of the e-government Committee PL Ministerstwo Edukji Nrodowej (Ministry of Ntionl Edution) Consiliul pentru Informtizre Eduţiei Nţionle (ICT Counil of the Ministry of Edution) RO Comisi Nţionlă pentru Informtiă (Ntionl Commission for ICT) Consiliul pentru Coordonre RoEduNet (Counil for Coordintion of the Romnin Edution Network) Progrmski svet z rčunlniško opismenjevnje (SI/RO Progrmme Counil) Ministrstvo z šolstvo, znnost in šport (Ministry of Edution nd Sport) SI Zvod Repulike Slovenije z šolstvo (Ntionl Edution Institute) Center Repulike Slovenije z poklino izorževnje (Centre for Votionl Edution nd Trining) SK Ministerstvo školstv SR, Metodiké entrá Soure: Eurydie. NATIONAL PROJECTS FOR THE INTRODUCTION OF TECHNOLOGY ARE ON THE INCREASE One or more projets imed t introduing ICT into seondry edution hve een initited in ll Europen ountries. With the exeption of very few edution systems (the Germn-speking Community of Belgium nd Ltvi), projets lso exist t primry level. These projets re ntionl or regionl (in the se of ountries in whih responsiilities for poliy hs een deentrlised). In Spin, plns re eing developed through the Centro Nionl de Informión y Comuniión Edutiv (CNICE), diretly run y the ministry, nd the different Autonomous Communities, overing three levels of edution (primry, lower seondry, upper seondry). These ntionl or regionl plns go hnd in hnd with lol inititives. They re prtiulrly numerous in Finlnd nd Sweden. 3

16 SCHEDULES FOR PROJECT IMPLEMENTATION ARE OFTEN SHORT OR MEDIUM-TERM Most projets t primry nd seondry levels of edution generlly strted fter The most long-stnding inititives were lunhed in the 1980s, nd only rrely involved the three levels of edution (exept in Spin nd Frne). FIGURE 3: IMPLEMENTATION SCHEDULE FOR TYPICAL ICT PROJECTS. PRIMARY AND SECONDARY EDUCATION (ISCED 1, 2, 3), B fr B de B nl DK D EL E F IRL I L NL A P FIN S E/ W/ UK NI SC IS LI NO BG CZ EE CY LV LT HU MT PL RO SI SK Soure: Eurydie. Additionl notes Primry Beginning nd/or end of the implementtion period Lower seondry Implementtion period Upper seondry Beginning nd/or end of the implementtion period not defined United Kingdom (E/W/NI): Progrmmes, strtegies, nd funding mehnisms differ etween Englnd, Wles nd Northern Irelnd. Funding progrmmes for Englnd nd Wles hve now een extended to Bulgri: A new ntionl poliy for the use of ICT in edution ws developed nd dopted in An implementtion progrmme hs een drwn up with speil ttention eing given to funding. On verge, the mjority of projets lst five yers. Severl inititives hve een lunhed etween 1999 nd In 1999, projet got under wy for the three levels of edution in Ielnd, Romni nd Slovki. In 2000, Greee, the Czeh Repuli nd Polnd, in upper seondry edution, took up new or initil projet. Projets got under wy in 2001 in Itly, Ielnd nd, t primry nd upper seondry levels, in Mlt. Most of these inititives re either short term (up to three yers), or for n indefinite period nd re grnted new udget every yer (Spin nd Frne). However, some ountries hve undertken long-term projets lsting up to nine yers (Portugl nd Estoni). Plns for most projets extend up to 2003/04. Only the inititives in Greee nd Portugl re progrmmed up to

17 EQUIPMENT AND FACILITIES, TRAINING AND USE OF THE INTERNET: THREE MAIN AIMS OF NATIONAL PROJECTS Ojetives hve een set in ll existing projets. Six tegories hve een defined here. The ojetives relte to equipment; the quisition nd onstrution of softwre; the skills of tehers nd pupils nd the use of the Internet. In most ountries, nd throughout the three levels of edution, the stted ojetives over the six tegories. However ertin ountries hve not set ojetives for the quisition, distriution nd development of softwre. Virtully ll ountries im to enhne the equipment nd filities of their shools (in terms of provision per pupil, renewl nd ese of ess). In ddition, they tth priority to the prtil use of ICT in edution (s refleted in teher trining, development of the skills of pupils nd the use of edutionl softwre). However, in ompulsory nd generl upper seondry edution in Denmrk, the projets hve onentrted on developing tehers skills nd on fostering the use of the Internet in generl, through the retion of ommon Internet servie provider, the Sektornet, for ll shools to promote further the development of pupils skills. In the Netherlnds, ntionl edution network, the Kennisnet, in whih shools, lirries nd museums re linked together, ws reted in In Austri (the Huptshulen) nd Bulgri, the pln worked out for lower seondry edution entres on developing the skills of tehers nd pupils. Severl ountries projets lso inlude ojetives other thn those ited in the ove tegories. They over spets suh s the dministrtion of the edution system, monitoring the edution system nd/or innovtions to it, nd trining ll itizens in the use of the new tehnologies, et. FIGURE 4: OBJECTIVES IN ICT. PRIMARY EDUCATION (ISCED 1). PROJECTS UNDER WAY IN 2000/01 Equipment (vilility, renewl, essiility, et.) Aquisition nd/or distriution of softwre Development of tehers' skills Development of pupils' skills Help in the development of softwre/edutionl softwre Use of the Internet Equipment (vilility, renewl, essiility, et.) Aquisition nd/or distriution of softwre Development of tehers' skills Development of pupils' skills Help in the development of softwre/edutionl softwre Use of the Internet Soure: Eurydie. : There is no ntionl projet on the use of ICT t this level of edution. B fr IS LI B de B nl NO DK D EL E F CZ EE CY LV BG IRL I L LT HU NL A P Additionl notes Netherlnds: The poliy of the Duth government is gered to omplete development of the use of ICT for tehing purposes in every edutionl setor. The wy shools hieve tht gol is their own responsiility, while the government provides the funding nd supports them. Norwy: A ntionl inititive hs een lunhed, in order to offer ll tehers in-servie trining nd further edution so tht they n use ICT s pedgogil tool. MT PL RO FIN S SI SK UK 5

18 FIGURE 5: OBJECTIVES IN ICT. SECONDARY EDUCATION (ISCED 2 AND 3). PROJECTS UNDER WAY IN 2000/01 Equipment (vilility, renewl, essiility, et.) Aquisition nd/or distriution of softwre Development of tehers' skills Development of pupils' skills Help in the development of softwre/edutionl softwre Use of the Internet B fr B de B nl DK D EL E F IRL I L NL P A () A () FIN S UK IS LI NO BG EE CZ CY LV LT HU MT PL RO SI SK Equipment (vilility, renewl, essiility, et.) Aquisition nd/or distriution of softwre Development of tehers' skills Development of pupils' skills Help in the development of softwre/edutionl softwre Soure: Eurydie. Use of the Internet Additionl notes Netherlnds: The poliy of the Duth government is gered to omplete development of the use of ICT for tehing purposes in every edutionl setor. The wy shools hieve tht gol is their own responsiility, while the government provides the funding nd supports them. Austri: () Huptshulen (ISCED 2), () Allgemeinildende höhere Shulen (ISCED 2 nd 3). Norwy: A ntionl inititive hs een lunhed, in order to offer ll tehers in-servie trining nd further edution so tht they n use ICT s pedgogil tool. Czeh Repuli: Support for the development of edutionl or other softwre is ville t upper seondry level only. 6

19 BASIC INDICATORS THE NUMBER OF PUPILS PER COMPUTER IS HIGHER WHEN COMPUTERS ARE CONNECTED TO THE INTERNET The gret mjority of primry nd seondry shools in EU ountries now hve omputer filities. Some omputers re used for dministrtive nd/or mngement purposes, others for edutionl purposes. Only the ltter re onsidered in Figures 6 nd 7. However, when shool heds indite the numer of omputers in their shool whih re used for edutionl purposes, they do not stte whether this mens tht tehers use them to prepre their lessons or tully with their pupils in the lssroom. One point is ler: irrespetive of the level of edution onerned, fewer pupils per omputer re reported in responses tht inlude no indition s to the existene or otherwise of Internet onnetions. Conversely, when only omputers onneted to the Internet re tken into ount, the numer of pupils per omputer rises signifintly in mny ountries, nd doules on verge. At primry level, this Internet-link-relted inrese in the numer of pupils per omputer is most mrked in the Netherlnds nd Austri. By ontrst, in Denmrk, Finlnd nd Sweden, the orresponding inrese is modest. Countries in whih primry shools re espeilly well equipped with omputer filities, whether in terms of omputers themselves or Internet onnetions, re Denmrk, Luxemourg nd Finlnd. However, in Germny, Greee nd Itly, the numer of pupils per omputer, with or without n Internet onnetion, is well ove the Europen verge: it vries from etween pupils per omputer s whole nd pupils per omputer when there is n Internet onnetion. FIGURE 6: NUMBER OF PUPILS PER COMPUTER, AND NUMBER OF PUPILS PER COMPUTER WITH AN INTERNET CONNECTION. PRIMARY EDUCATION (ISCED 1), 2001 Pupils 100 Pupils EU B DK D EL E F IRL I L NL A P FIN S UK 0 Pupils per omputer Pupils per omputer onneted to the Internet EU B DK D EL E F IRL I L NL A P FIN S UK Soure: Eurorometer Flsh 101. Explntory note In lulting the numer of pupils per omputer, only shools where omputers re used for edutionl purposes re tken into ount. 7

20 THE NUMBER OF PUPILS PER COMPUTER IS LOWER IN SECONDARY EDUCATION Seondry shools re etter equipped with omputer filities overll. The numer of pupils per omputer (with or without n Internet onnetion) is nerly lwys lower thn in primry edution. Pupil/omputer rtios re espeilly low in Denmrk nd Sweden; y ontrst, they re well ove the Europen verge in Greee, Spin nd Portugl. Differenes etween the rtios tht re dependent on the existene (or otherwise) of Internet onnetions re less mrked thn in primry edution. When omputers re used for edutionl purposes, they re often onneted to the Internet. This pplies espeilly to Luxemourg, Finlnd nd Sweden, nd to lesser extent in Denmrk, Austri nd the United Kingdom. FIGURE 7: NUMBER OF PUPILS PER COMPUTER, AND NUMBER OF PUPILS PER COMPUTER WITH AN INTERNET CONNECTION, IN SECONDARY EDUCATION (ISCED 2 AND 3), 2001 Pupils Pupils EU B DK D EL E F IRL I L NL A P FIN S UK 0 Pupils per omputer Pupils per omputer onneted to the Internet EU B DK D EL E F IRL I L NL A P FIN S UK Soure: Eurorometer Flsh 101. Explntory note In lulting the numer of pupils per omputer, only shools where omputers re used for edutionl purposes re tken into ount. 8

21 SHARED RESPONSIBILITY FOR THE PURCHASE AND MAINTENANCE OF HARDWARE The entrl uthorities re rrely solely responsile for the purhse nd mintenne of hrdwre (exept in the Flemish Community of Belgium, Cyprus nd Mlt for ll levels of edution nd in Austri, in the se of seondry edution). In most Europen ountries, these responsiilities re either ssumed solely t lol level nd/or y the shool, or they re shred y different uthorities, depending on the level of edution (Luxemourg nd Polnd) or type of expenditure onerned (purhse of hrdwre or softwre, or equipment mintenne). The ltter sitution is the one most frequently enountered. FIGURE 8: RESPONSIBILITY FOR THE PURCHASE AND MAINTENANCE OF HARDWARE. PRIMARY AND SECONDARY EDUCATION (ISCED 1, 2, 3). PROJECTS UNDER WAY IN 2000/01 Responsiility t Ministry level or t entrl level Responsiility t lol level nd/or shool level Responsiility t different levels depending on the tsk nd/or the edution level Soure: Eurydie. Additionl notes Belgium (B de): The sitution shown reltes to seondry edution. There is no ongoing projet in primry edution. Belgium (B nl): The ministry defines the frmework (PC/KD ) nd provides the dditionl finne ville for infrstruture. The shools deide how to llote the money etween the purhse of hrdwre nd softwre nd in-servie trining. Luxemourg: In the se of primry edution, the muniiplities re responsile for the purhse of omputer equipment nd filities nd their mintenne. As fr s seondry edution is onerned, the Ministry of Edution is entirely responsile for these tsks, with the support of speilised deprtment, the Centre for Edutionl Tehnology (CTE). This Centre lso offers some support t primry level. Austri: In primry edution, responsiility for purhsing nd mintenne is ssumed y different levels of uthority; in lower seondry edution, this is the lol level; in upper seondry edution, the ministry is responsile for shool equipment nd filities. United Kingdom (E/W/NI): Shools nd lol uthorities re supported y speil government grnts for expenditure on ICT infrstruture, servies nd ontent. Czeh Repuli: The sitution shown reltes to seondry edution; there is no ongoing projet in primry edution. Cyprus: The sitution shown reltes to primry nd upper seondry edution; there is no ongoing projet in lower seondry edution. Polnd: In primry edution, responsiility for purhsing nd mintenne is ssumed t lol level; in seondry edution, different levels of uthority shre it. Slovki: Sine 1998, the Ministry of Edution hs een responsile (under the Infovek projet) for the purhse nd mintenne of omputer hrdwre nd softwre (in primry nd seondry edution). Muniiplities nd shools remin jointly responsile for determining how its llotions should e distriuted. 9

22 EXPENDITURE ON EQUIPMENT OFTEN PREDOMINATES IN SPECIFIC BUDGETS A speil udget is set side to rry out projets in ll the ountries onerned. It is not lwys possile to sertin the distriution mong the vrious hedings. For exmple, in Spin, the CNICE does not llote udget for humn resoures euse the stff nd the tehers speilising in ICT re ivil servnts nd their py omes out of different udget. In Frne, teher trining nd humn resoures re the responsiility of the Stte wheres equipment is the responsiility of the lol uthorities. In Itly, the distriution is different s it depends on the projets undertken y the shools. In Luxemourg, t primry level, the equipment udget is the responsiility of the muniiplity. In Austri, t primry level, there is no ntionl udget; the Länder nd muniiplities my or my not provide udget. Where it is possile to sertin how the udget is distriuted mong the vrious hedings, it n e seen tht expenditure on equipment nd filities ounts for the lrger shre nd tht its reltive size in the udget inreses still further t seondry level. Greee nd Finlnd re exeptions in tht, respetively, 100 nd 65 % of their udgets re ermrked for humn resoures. At upper seondry level, priorities re the opposite in Greee in whih 20 % of the udget is for equipment nd filities. In Luxemourg nd Lithuni, throughout seondry level, nd in Bulgri t upper seondry level, lmost the entire udget (90-95 %) is devoted to equipment. FIGURE 9: DISTRIBUTION OF THE SPECIFIC BUDGET BETWEEN THE PURCHASE OF EQUIPMENT AND EXPENDITURE ON HUMAN RESOURCES. PRIMARY EDUCATION (ISCED 1). PROJECTS UNDER WAY IN 2000/01 % % ( ) 0 * E/W/ B fr B de B nl DK D EL E F IRL I L NL A P FIN S NI SC IS LI NO BG CZ EE CY LV LT HU MT PL RO UK B fr B de B nl DK D EL E F IRL I L NL A P FIN S E/W/ NI Humn resoures Equipment Distriution not defined UK SI SK SC IS LI NO BG CZ EE CY LV LT HU MT PL RO SI SK * * Soure: Eurydie. : There is no ntionl projet on the use of ICT t this level of edution. Additionl notes Finlnd: Expenditure on humn resoures lso inludes the development osts of new lerning environments, tehing methods nd mterils. Norwy: In generl, entrl government funding overs expenditure on humn resoures nd not equipment ut, to develop the Shoolnet, expenditure on equipment hs lso een overed. Bulgri: During the 2000/01 shool yer, expenditure overed only 10 % of primry shools. 0 10

23 FIGURE 10: DISTRIBUTION OF THE SPECIFIC BUDGET BETWEEN THE PURCHASE OF EQUIPMENT AND EXPENDITURE ON HUMAN RESOURCES. GENERAL LOWER SECONDARY EDUCATION (ISCED 2). PROJECTS UNDER WAY IN 2000/01 % % B fr B de B nl DK D EL E F IRL I L NL A P FIN S E/W/ NI SC UK IS LI NO ( * ) BG CZ EE CY LV LT HU MT PL RO SI SK 0 B fr B de B nl DK D EL E F IRL I L NL A P FIN S E/W/ NI Humn resoures Equipment Distriution not defined UK SC IS LI NO BG CZ EE CY LV LT HU MT PL RO SI SK * * Soure: Eurydie. : There is no ntionl projet on the use of ICT t this level of edution. Additionl note Finlnd: Expenditure on humn resoures lso inludes the development osts of new lerning environments, tehing methods nd mterils. Norwy: In generl, entrl government funding overs expenditure on humn resoures nd not equipment ut, to develop the Shoolnet, expenditure on equipment hs lso een overed. Cyprus: A ntionl projet hs een introdued t this level from the shool yer 2001/02. FIGURE 11: DISTRIBUTION OF THE SPECIFIC BUDGET BETWEEN THE PURCHASE OF EQUIPMENT AND EXPENDITURE ON HUMAN RESOURCES. GENERAL UPPER SECONDARY EDUCATION (ISCED 3). PROJECTS UNDER WAY IN 2000/01 % % B fr B deb nl DK D EL E F IRL I L NL A P FIN S E/W/ NI SC UK IS LI NO ( * ) BG CZ EE CY LV LT HU MT PL RO SI SK 0 B fr B de B nl DK D EL E F IRL I L NL A P FIN S E/W/ NI Humn resoures Equipment Distriution not defined UK SC IS LI NO BG CZ EE CY LV LT HU MT PL RO SI SK * * Soure: Eurydie. Additionl note Finlnd: Expenditure on humn resoures inludes the ost of the development of tehing methods nd environments. Norwy: In generl, entrl government funding overs expenditure on humn resoures nd not equipment ut, to develop the Shoolnet, expenditure on equipment hs lso een overed. 11

24 ICT IS PART OF THE PRIMARY SCHOOL CURRICULUM In primry edution, ICT is inluded in the urriulum in mny Europen ountries. Depending on the ountry onerned, its inlusion is more or less reent. FIGURE 12: INCLUSION OF ICT IN THE CURRICULUM. PRIMARY EDUCATION (ISCED 1), 2000/01 Inluded in the urriulum Not inluded in the urriulum Soure: Eurydie. Additionl notes Belgium (B fr): Sine 1999, ICT hs een plnned for inlusion mong the ore skills in edution, in whih the ompetene tht pupils should quire in the sujet is lerly speified. The inlusion of ICT in ourses is ompulsory with effet from Germny: The Kultusministerkonferenz nd the legisltion of the different Länder mke reommendtions on the use nd the role of ICT in shool life. Greee: ICT is not prt of the urriulum ut the Pedgogil Institute hs enourged its use in pilot projet involving 40 primry shools (To Nisi ton Phekon progrmme). Irelnd: ICT eme prt of the primry edution urriulum in Itly: There re no reommendtions on the use of ICT in the urriulum, ut one of the ims of the Pino d zione per l Soietà dell informzione, whih is plnning to supplement, strengthen nd provide further funding for the Progrmm di Sviluppo delle Tenologie Didttihe in , is tht ICT should e used to improve the effetiveness of tehing/lerning nd the wy it is orgnised in eh sujet, s well s for the quisition of generl skills. Luxemourg: ICT is entrl spet of innovtion projets. Netherlnds: Sine 1998/99, ICT hs een one of the horizontl skills trgeted y the primry shool urriulum whih does not, however, speify the numer of hours to e devoted to it. Austri: The 1999 Lehrpln der Grundshule rought ICT into primry edution. Portugl: ICT hs een prt of the urriulum in primry edution sine the doption of the sttutory order of 18 Jnury It will e one of the horizontl skills trgeted y primry edution with effet from 2001/02. Ielnd: ICT hs een prt of the urriulum sine 1999/2000. Bulgri: ICT is inluded in the urriulum s n eletive sujet, nd shools themselves deide whether they will teh it. Czeh Repuli: A dete on ntionl edution progrmmes ws lunhed in 2000, overing mong other things the ple of ICT. Disussions on this ltter point re still ontinuing. Cyprus: ICT hs een sujet to experimenttion sine 1993, nd introdued into 69 shools sine Septemer Ativities, edutionl mteril nd ides for the implementtion of ICT in the urriulum re eing forwrded to the shools involved. Lithuni: ICT is n extr-urriulr sujet (tught fter lss hours). Mlt: Although inluded y the Ministry of Edution in sheme for primry edution in 1995, ICT hs offiilly een prt of the urriulum sine the pulition of the Ntionl Minimum Curriulum in Deemer Explntory note By urriulum is ment ny offiil reommendtion regrding the sujets tught, whether s ompulsory sujets or those involving n element of hoie on the prt of pupils. 12

25 In Irelnd, the Netherlnds, Austri, Portugl nd Ielnd, ICT hs eome prt of the urriulum reently. Elsewhere, plns for its introdution re ongoing nd sometimes the fous of experimenttion in limited numer of shools (Greee, Luxemourg nd Cyprus). In the United Kingdom, ICT hs een prt of the urriulum in Englnd nd Wles sine the Ntionl Curriulum ws first introdued in In Northern Irelnd, it hs een requirement (s n edutionl theme woven through the min sujets) sine the Northern Irelnd Curriulum ws implemented following legisltion pssed in The urriulum in the Netherlnds nd in the United Kingdom does not speify the numer of hours to e devoted to this ompulsory sujet s the shools re free to deide on the llotion of hours of tehing. In Polnd, 19 hours yer re lloted to the sujet. ICT is offered s n option in some ountries, in some ses only reently (Liehtenstein, Bulgri nd Romni). In the se of n eletive ourse, the numer of hours to e devoted to it is seldom speified in the urriulum. It depends sometimes on the shool, s is the se in Estoni nd Hungry. Where ertin numer of hours is speified, it vries: 26 hours yer in Sloveni, 28 hours in Romni nd 40 hours in Liehtenstein. Pupils results in this sujet re tken into ount for progression to the next yer in ertin ountries: Estoni, Polnd nd Romni. A ertifite is wrded on the sis of the knowledge nd skills quired in this sujet t the end of primry shool in Liehtenstein. A MAJORITY OF PRIMARY SCHOOLTEACHERS REGULARLY USE COMPUTERS WITH THEIR PUPILS DURING LESSONS As Figure 12 shows, ICT is prt of the primry shool urriulum in most EU ountries. Its inlusion in urriul is orne out in the wy tehers work given tht, in the EU s whole, gret mny of them stte tht they use omputers during lessons with their pupils. The perentges reported re espeilly high in Denmrk, Finlnd, Sweden nd the United Kingdom, s well s in three ountries (Belgium, Irelnd nd the Netherlnds), in whih the inlusion of ICT in primry shool urriul hs only eome ompulsory quite reently. By ontrst, in other ountries, the perentges of tehers using omputers with their pupils re reltively low. The ountries onerned re minly ones tht hve not yet inluded ICT in their urriulum (Greee nd Luxemourg). While mny tehers use omputers with their pupils, fewer do so in order to onsult the Internet. In terms of the verge EU figures, only round hlf s mny do so. The perentges of tehers who onsult the Internet with their pupils nd of those who use omputers for generl tehing in the lssroom re losest in Denmrk, Irelnd, Luxemourg nd Finlnd. Conversely, in Germny, Greee, Frne nd the Netherlnds, the foregoing differenes re very mrked: only one-third of tehers who use omputers in the lssroom lso do so in order to onsult the Internet. 13

26 FIGURE 13: PERCENTAGE OF TEACHERS WHO USE COMPUTERS AND/OR THE INTERNET IN THE CLASSROOM. PRIMARY EDUCATION (ISCED 1), 2001 % % EU B DK D EL E F IRL I L NL A P FIN S UK Tehers using omputers Tehers using the Internet % EU B DK D EL E F IRL I L NL A P FIN S UK Soure: Eurorometer Flsh 102. Explntory note Tehers of omputer siene re inluded in the figures used to lulte these perentges. When primry shooltehers within the EU use omputers with their pupils, they do so on verge for five hours week. This verge elies some quite mrked ontrsts. The verge period of use is espeilly high in Irelnd (lmost 7 hours week), the Netherlnds (7½ hours) nd in the United Kingdom (lmost 8 hours). Conversely, verge periods of use re shortest (less thn three hours week) in Germny, Austri nd Portugl. FIGURE 14: AVERAGE PERIODS DURING WHICH PRIMARY SCHOOLTEACHERS (ISCED 1) USE COMPUTERS (WITH OR WITHOUT INTERNET CONNECTIONS) IN THE CLASSROOM, IN HOURS PER WEEK, 2001 Hours/week 10 Hours/week EU B DK D EL E F IRL I L NL A P FIN S UK 0 EU B DK D EL E F IRL I L NL A P FIN S UK Soure: Eurorometer Flsh 102. Explntory note Only tehers who stte tht they use omputers with their pupils hve een onsidered in lulting the verge periods shown in this Figure. 14

27 THE MOST COMMON APPROACH TO ICT IN PRIMARY EDUCATION IS TO USE IT AS A TOOL When ICT is inluded in the urriulum, two min pprohes my e distinguished. It my e tught either s seprte sujet in its own right, or used s tool nd/or, in some ses, for rrying out projets, interdisiplinry or otherwise. These ltter two pprohes re the most widespred in the EU ountries tht hve rought it into the urriulum for primry edution. FIGURE 15: APPROACHES TO ICT DEFINED IN THE CURRICULUM. PRIMARY EDUCATION (ISCED 1), 2000/01 Seprte sujet Used s tool for other sujets Seprte sujet nd used s tool for other sujets Not inluded in the urriulum Soure: Eurydie. Additionl notes Germny: The Kultusministerkonferenz nd the legisltion of the different Länder mke reommendtions on the use nd the role of ICT in shool life. Greee: The Pedgogil Institute hs enourged the use of ICT in pilot projet involving 40 primry shools. Spin: The urriulum merely issues reommendtions on the use of ICT. Luxemourg: ICT onstitutes lerning tool inresingly inorported in ll sujets. Netherlnds: sine shool yer 1998/99, CT is one of the horizontl skills trgeted y the primry shool urriulum. United Kingdom (NI): ICT is ross-urriulr theme; ICT skills re to e developed ross the urriulum. Czeh Repuli: Bsi minimum skills required re eing drwn up for primry nd lower seondry edution. Cyprus: ICT hs een sujet to experimenttion sine 1993, nd introdued into 69 shools sine Septemer Polnd: Sine 1998, ICT hs een ompulsory sujet in the 4th, 5th nd 6th yers. ICT is seprte ompulsory sujet in some ountries only: in the Netherlnds, the United Kingdom (with the exeption of Northern Irelnd), s well s in Ielnd nd severl pre-ession ountries. In the Netherlnds, the United Kingdom, Ielnd, Estoni, Polnd nd Sloveni, reommendtions regrding the use of ICT re given throughout the urriulum. By ontrst, in Bulgri, Hungry nd Romni, it is inluded in the urriulum solely s sujet in its own right. 15

28 DEVELOPMENT OF PROGRAMMING SKILLS IS NOT A VERY WIDESPREAD OBJECTIVE AT PRIMARY LEVEL Whtever the pproh dvoted, the ojetives pursued y the tehing or the use of ICT t primry level n over vrious tegories. Four mjor fields re distinguished here, nmely the development of progrmming ility, the use of softwre, informtion serhes nd ommunition vi network. FIGURE 16: OBJECTIVES DEFINED IN THE CURRICULUM FOR THE TEACHING OR THE USE OF ICT. PRIMARY EDUCATION (ISCED 1), 2000/01 To develop progrmming skills To lern orret use of word proessor, spredsheet, et. To lern to serh for informtion on CD-ROM, network, et. To ommunite vi network To develop progrmming skills To lern orret use of word proessor, spredsheet, et. To lern to serh for informtion on CD-ROM, network, et. To ommunite vi network Soure: Eurydie. B fr IS LI B de B nl : This sujet is not inluded in the urriulum t this level of edution. Additionl notes DK D EL E F IRL I NO BG CZ EE CY LV L LT HU NL A P Belgium (B nl): By the end of primry shool, pupils re required to e le to use ICT nd to proess dt. Germny: The Kultusministerkonferenz nd the legisltion of the different Länder mke reommendtions on the use nd the role of ICT in shool life. Spin: The urriulum does not speify ny ojetives, s ICT is used solely s tool for other sujets nd is not tught s sujet in its own right. Netherlnds: Sine 1998/99, the new medi hve een prt of the ross-urriulr ttinment trgets for primry edution; ojetives hve een defined in ll res exept progrmming skills. Portugl: The grdul inorportion of ICT into shools hs only reently got under wy nd the urriulum inluded no ojetives in 2000/01. Curriulr ojetives re eing speified for ll three stges of ensino ásio with effet from the 2001/02 shool yer. Finlnd: The urriul re designed t lol level on the sis of the ntionl ore urriulum. The shools define the ojetives nd wht is tught on the sis of the ntionl guidelines. Sweden: ICT is to e used s tool in the lssroom, lthough si skills required for it re not listed. United Kingdom (NI): The urriulum whih mkes no speifi mention of ommunition vi network, is urrently under review. Bulgri: Progrmming nd ommunition vi network will pper only during the seond prt of the progrmme. Cyprus: ICT hs een introdued into 69 shools sine Septemer The min im is to fmilirise pupils with ICT so tht they quire si skills. Hungry: The urriulum ims to fmilirise pupils with ICT nd enle them to quire si skills. With the exeption of the Flemish Community of Belgium, Spin, Portugl, Cyprus nd Hungry in whih no ojetive is lerly speified, the reommendtions generlly over the different tegories of ojetives. However, the development of progrmming ility is inluded t this level in the urriul of only few ountries (Germny, the United Kingdom, Bulgri, Romni nd Sloveni). In the United Kingdom (exept Sotlnd), urriulum ojetives re defined in terms of the skills to e quired nd the funtions to e omplished through the use of ICT, rther thn in terms of the prtiulr tools, tehniques nd pplitions to e used. MT PL RO FIN S SI SK UK 16

29 ICT IS INCLUDED IN THE COMPULSORY CURRICULUM IN GENERAL SECONDARY EDUCATION IN MOST COUNTRIES At oth levels of seondry edution, ICT is n integrl prt of the minimum urriulum in virtully ll ountries. Reommendtions onerning ICT re more reent in some ountries thn in others: Germny ws the first to introdue the sujet into the entire urriulum for seondry edution in the lte 1970s, followed y Sloveni in the se of upper seondry edution lone in FIGURE 17: INCLUSION OF ICT IN THE CURRICULUM. GENERAL SECONDARY EDUCATION (ISCED 2 AND 3), 2000/01 Inluded in the urriulum Not inluded in the urriulum Soure: Eurydie. Additionl notes Belgium (B nl): ICT hs een inluded in the urriulum for lower seondry edution sine the 1998/99 shool yer. At upper seondry level, ICT is not yet mong the ttinment trgets, ut skills tht should e mstered y the end of this stge re urrently eing determined. Frne, Austri, Czeh Repuli nd Slovki: In the se of upper seondry edution, the informtion pplies solely to the first yer Itly: There re no reommendtions on the use of ICT in the urriulum, ut one of the ims of the Pino d zione per l Soietà dell informzione, whih is plnning to supplement, strengthen nd provide further funding for the Progrmm di Sviluppo delle Tenologie Didttihe in , is tht ICT should e used to improve the effetiveness of tehing/lerning nd the wy it is orgnised in eh sujet, s well s for the quisition of generl skills. Portugl: ICT hs een prt of the urriulum in seondry edution sine the doption of the sttutory order of 18 Jnury United Kingdom (E/W/NI): In Key Stges 3 nd 4 (ompulsory seondry edution), ICT is ompulsory s seprte sujet in Englnd, nd, s ross-urriulr theme emedded ross the urriulum, in Northern Irelnd. In Wles, it is ompulsory sujet only in Key Stge 3 (lower seondry edution). There re no ompulsory sujets in post-ompulsory seondry edution. In oth Wles nd Northern Irelnd, ICT is generlly ville s n optionl seprte sujet in Key Stge 4, s it is throughout Englnd, Wles nd Northern Irelnd in post-ompulsory edution. Czeh Repuli: In lower seondry edution, ICT is n optionl sujet. It eomes ompulsory sujet during the first yer of upper seondry edution nd my e inluded in the urriulum in susequent yers if the shool hed deides tht it should e. Cyprus: ICT hs een inluded in the urriulum t lower seondry level sine the 2001/02 shool yer. Lithuni: At upper seondry level, omputer siene ourses re ompulsory solely for pupils in nturl sienes nd rts lsses in generl edution. Mlt: Although lredy existent in projet form in 1998, ICT hs een offiilly inluded in the urriulum sine Polnd: In the se of upper seondry edution, the informtion pplies solely to the first or seond yers. Slovki: ICT is ompulsory sujet in lsses speilising in mthemtis, physis nd IT in upper seondry edution. Explntory note By urriulum is ment ny offiil reommendtion relting to the sujets to e tught, whether s ompulsory sujets or those involving n element of hoie on the prt of pupils. 17

30 ICT hs een prt of the lower seondry urriulum in Greee nd Sotlnd sine the eginning of the 1980s, nd inluded in ertin rnhes of upper seondry edution in Luxemourg sine In the United Kingdom, ICT hs een sttutory sujet in Englnd nd Wles sine the Ntionl Curriulum ws first introdued into shools following legisltion pssed in In Northern Irelnd, it hs een ompulsory requirement (s n edutionl theme rossing sujet oundries) sine the Northern Irelnd Curriulum ws implemented following legisltion pssed in The Flemish Community of Belgium (lower seondry edution), Irelnd, the Netherlnds (upper seondry edution), Sweden (upper seondry edution), Liehtenstein nd Mlt rought the sujet into their urriul in 1998 or In some ountries, ICT is offered s n optionl sujet. It hs only reently ppered in the urriulum in Portugl nd Cyprus (lower seondry edution). AT SECONDARY LEVEL, FEWER TEACHERS ON AVERAGE USE COMPUTERS IN THE CLASSROOM Figure 17 shows tht ICT is prt of the minimum urriulum in (lower nd upper) seondry edution in lmost ll EU ountries. The wy tehers work ers witness to the inlusion of ICT s sujet or tehing resoure in urriul. Throughout the EU s whole, the use of omputers with pupils is undoutedly less frequent thn in primry edution (orresponding to 60 % of tehers on verge, insted of 71 %, see Figure 13), ut disprities etween ountries re less mrked t seondry level. However, perentges re espeilly high in Denmrk, Austri, Finlnd, Sweden nd the United Kingdom, s well s in Itly, in whih ICT is not yet prt of the ompulsory seondry edution urriulum. In lmost ll EU ountries, urriul for lower seondry nd upper seondry edution (Figures 22 nd 24, respetively) refer to serhing for informtion on network or ommuniting vi network, s mong the ojetives to e pursued. Yet, on verge, less thn hlf of ll tehers use the Internet with their pupils. The prtie is therefore still not very widespred, exept in some ountries (Denmrk nd Finlnd). Generlly speking, differenes etween the perentges of shooltehers who use omputers in the lssroom nd those who onsult the Internet with their pupils re lower in seondry thn in primry edution. These differenes re lest mrked in Denmrk, Irelnd, Luxemourg, Finlnd nd Sweden. They re iggest in Greee, Spin, the Netherlnds nd Portugl. FIGURE 18: PERCENTAGE OF TEACHERS WHO USE COMPUTERS AND/OR THE INTERNET IN THE CLASSROOM. SECONDARY EDUCATION (ISCED 2 AND 3), 2001 % % EU B DK D EL E F IRL I L NL A P FIN S UK 0 Tehers using omputers Tehers using the Internet EU B DK D EL E F IRL I L NL A P FIN S UK Soure: Eurorometer Flsh 102. Explntory note Tehers of omputer siene re inluded in the figures used to lulte these perentges. 18

31 NON-USE OF THE INTERNET BY TEACHERS IN THEIR CLASSES IS LARGELY ATTRIBUTABLE TO DIFFICULTY IN ACCESSING IT The resons given y tehers to explin why they do not use the Internet with their pupils relte in most ses to prolems of ess whih my rise euse their shool is not equipped with omputers or hs no Internet onnetion, or euse lssrooms themselves do not provide for onnetion. This ftor is espeilly signifint in Germny nd the United Kingdom. Muh less frequent re resons onerned with the lk of relevne of the Internet to their tehing, either euse tehers onsider tht there is no need to turn to the We for the one or more sujets on whih they work with their pupils, or euse they elieve tht informtion ville on the Internet is diffiult to use euse it is in foreign lnguge. The lest ommonly ited resons re those relted to lk of fmilirity with the Internet on the prt of pupils or the inility of tehers to use it. The foregoing rnking of ftors is the sme in the mjority of EU ountries. Yet in Frne, Austri nd Portugl, resons hving to do with diffiulty in using the Internet re reltively more signifint nd ited y 20 % of tehers nd indeed, in Frne, y over third. However, in few ountries in whih ess to omputers or the Internet is no longer prolem (Denmrk, Finlnd nd Sweden), nd to lesser extent in Itly, the most frequently given resons re those hving to do with the lk of relevne of the Internet or the informtion ville on it. FIGURE 19: REASONS GIVEN FOR NOT USING THE INTERNET WITH PUPILS. SECONDARY EDUCATION (ISCED 2 AND 3), 2001 % % EU B DK D EL E F IRL I L NL A P FIN S UK 0 Prolems of ess Internet of little relevne or interest Diffiulty in using filities EU B DK D EL E F IRL I L NL A P FIN S UK Soure: Eurorometer Flsh 102. Explntory note The resons given y tehers for not using the Internet with pupils hve een lssified s follows: resons relted to prolems of ess (shools without omputers or Internet onnetions, or lssrooms without Internet onnetion filities); those relted to the relevne of the Internet nd the informtion found on it (tehers do not find it helpful for work in their sujet, or the informtion found on we sites is not in the lnguge of the ountry onerned); those resulting from diffiulty in using omputer filities (not enough pupils re fmilir with the Internet, or the teher does not know how to use it). The perentges shown re sometimes over 100, euse tehers were le to give severl resons for not using the Internet. 19

32 CURRICULA IN SEVERAL COUNTRIES SPECIFY THE NUMBER OF HOURS TO BE DEVOTED TO ICT AS A SEPARATE SUBJECT FIGURE 20: APPROACHES TO ICT DEFINED IN THE CURRICULUM. GENERAL LOWER SECONDARY EDUCATION (ISCED 2), 2000/01 Seprte sujet Used s tool for other sujets Seprte sujet nd used s tool for other sujets Not inluded in the urriulum Soure: Eurydie. Additionl notes Finlnd: The urriul re prepred t lol level on the sis of ntionl guidelines. Shools n deide to inlude ICT in their urriulum s n eletive sujet. Czeh Repuli: ICT is n optionl sujet offered t the disretion of the shool hed. Estoni: Shools re free to deide whether ICT is used s tool for other sujets or tught s seprte sujet in its own right. Cyprus: ICT is inluded in the urriulum with effet from the 2001/02 shool yer, ut ws nevertheless used s tool for other sujets, suh s grphi design tehnology nd home eonomis, in 2000/01. At this level of edution, there re only few ountries in whih the minimum urriulum does not inlude ICT s sujet in its own right. These ountries inlude the Frenh Community of Belgium, Denmrk, Irelnd, Austri, Portugl, Sweden, the United Kingdom (Northern Irelnd) nd Norwy. As in the se of primry edution, these ountries rely solely on ICT s tool for other sujets. By ontrst, in lower seondry edution, the mjority of ountries offer ICT s seprte sujet in its own right nd use it s tool to teh other sujets. ICT is present solely s seprte sujet in its own right in Greee nd mny pre-ession ountries. Comprisons my e estlished where ICT is inluded s seprte sujet in the minimum urriulum for lower seondry edution nd there re offiil reommendtions regrding the time to e devoted to it. Severl ftors hve ering on the time devoted to ICT s seprte sujet, inluding the durtion of lower seondry edution, the numer of yers during whih ICT is offered s seprte sujet, nd the numer of lss periods reommended for instrution in it. Beuse these ftors vry from one ountry to the next, the time to e devoted to ICT s seprte sujet hs een lulted with respet to notionl yer in lower seondry edution. This verge nnul period vries enormously: in Spin, Frne nd the Netherlnds, it omes to over 40 hours, wheres in Germny, Luxemourg, Ielnd, Lithuni, Hungry nd Polnd, the verge reommended nnul numer of hours is less thn 20. It should e noted tht, in Germny nd Lithuni, lower seondry edution lsts six yers. 20

33 FIGURE 21: ANNUAL NUMBER OF HOURS RECOMMENDED FOR TEACHING ICT AS A SUBJECT IN ITS OWN RIGHT. GENERAL LOWER SECONDARY EDUCATION (ISCED 2), 2000/01 Hours Hours B fr B de B nl ; DK D EL E F IRL I L NL A P FIN S IS LI NO BG CZ EE CY LV LT HU MT PL RO SI Reommendtions solely on the inlusion of ICT in other sujets Autonomy/No reommendtions for hours to e lloted to ICT B fr B de B nl DK D EL E F IRL I L NL A P FIN S E/W/ NI UK SC IS LI NO BG CZ EE CY LV LT HU MT PL RO SI SK (:) Soure: Eurydie. : This sujet is not inluded in the urriulum t this level of edution. Additionl notes Belgium (B de): The dt reltes to the ourse in tehnology-ssisted edution. Germny: Reommendtions vry depending on the Länder. The dt reltes to the Gymnsium omputer siene ourse in the Lnd of Hessen. The numer of hours devoted to this ourse is 45 in the Huptshule nd 61 in the Relshule nd Gesmtshule. Greee: The dt reltes to ourses in omputer siene nd tehnology. The numer of hours devoted to them depends on the yer of Gymnsio onerned. Spin: The dt reltes to tehnology ourses. The numer of hours devoted to them depends on the stge of eduión seundri oligtori onerned. Frne: The dt reltes to tehnology ourses. The numer of hours devoted to them depends on the yer of Collège onerned. Luxemourg: The dt reltes to the ourse in the third yer of lower generl seondry edution. Netherlnds: The dt reltes to tehnology ourses nd ourses in informtion tehnology offered in the first three yers of HAVO nd VWO. Finlnd: Although ICT is generlly used s tool to teh other sujets, shools my deide to inlude it in their ourses s n optionl sujet in its own right. United Kingdom (SC): During the first two yers of lower seondry edution, shools re free to deide whether they will offer ICT s sujet in its own right. During the lst two yers of lower seondry edution, it is reommended tht ertin numer of hours should e set side for tehnologil tivities nd their pplitions. However, within this numer of hours, it is impossile to identify the numer devoted to the tehing of ICT. Ielnd: The dt reltes to ourses in the use of omputers, informtion tehnology, innovtion nd tehnil edution, on offer in the eighth yer of the single struture. During the following two yers, ICT is used s tool for other sujets. Liehtenstein: The dt reltes to ourses in medi, life nd trde studies provided during the four yers of Oershule. The numer of hours devoted to them depends on the yer of edution onerned. Czeh Repuli: ICT is n optionl sujet offered t the disretion of the shool hed. The numer of hours is not speified. Estoni: Shools re free to deide whether ICT is used s tool for other sujets or tught s seprte sujet in its own right. Cyprus: Sine the 2001/02 shool yer, ICT is sujet in its own right in the lower seondry edution urriulum. Ltvi: Dt reltes to lsses in the use of omputers nd informtion tehnology. Lithuni: Dt reltes to the omputer siene ourse offered during the lst two yers of lower seondry edution. Hungry: Dt reltes to omputer siene nd tehnology ourses offered during the lst two yers of lower seondry edution. Mlt: Dt reltes to the seondry shool ourse. In the Junior Lyeums, the numer of hours devoted to this ourse is 28. Polnd: The dt reltes to ourses in tehnology nd omputer siene. Romni: The dt reltes to ourses in tehnology. Sloveni: The dt reltes to the ICT ourse offered during the lst three yers of the single struture. Slovki: The dt reltes to ourses in tehnil edution. Explntory notes Figure 21 shows the numer of hours devoted to tehing ICT s sujet in its own right in lower seondry edution. In order to enle redy omprison etween ountries, this numer of hours (60 minutes) is sed on notionl yer of lower seondry edution. The lultion thus tkes ount of the following: the numer of periods devoted to tehing ICT s sujet in its own right, whih re reommended in the urriulum or offiil guidelines; the length of period (in minutes); the numer of shool dys in week nd/or yer (depending on whether the numer of periods reltes to the mount of tehing in week or yer); the numer of yers orresponding to the durtion of lower seondry edution. Numer of yers orresponding to the durtion of lower seondry edution UK B DK D EL E F IRL I L NL A P FIN S E/W/NI SC IS LI NO BG CZ EE CY LV LT HU MT PL RO SI SK SK

34 It should lso e emphsised tht, in the se of some ountries, extr time my e grnted to ICT over nd ove the minimum numer of ompulsory hours given in Figure 21, within the flexile prt of the urriulum whih shools re free to determine s they wish. Where shools re entirely free to determine the totl numer of hours ermrked for ICT, no estimte hs een possile. The results otined in ICT re tken into ount when deiding whether pupils should progress to higher lss in Germny (when the sujet is ompulsory or ore urriulum option), Spin, Luxemourg, Bulgri, Estoni, Hungry, Polnd, Romni, Sloveni nd Slovki. Pupils re externlly ssessed in this sujet in Frne (when they omplete lower seondry edution). The knowledge nd skills quired re mrked in eh nnul shool report, or formlly ertified on ompletion of lower seondry edution (or the single struture) in the Germn-speking Community of Belgium, Germny, Luxemourg, Liehtenstein, the Czeh Repuli, Hungry, Polnd, Sloveni nd Slovki. THE RANGE OF CURRICULAR OBJECTIVES REMAINS QUITE BROAD AT SECONDARY LEVEL FIGURE 22: OBJECTIVES DEFINED IN THE CURRICULUM FOR THE TEACHING OR USE OF ICT. GENERAL LOWER SECONDARY EDUCATION (ISCED 2), 2000/01 To develop progrmming skills To lern orret use of word proessor, spredsheet, et. To lern to serh for informtion on CD-ROM, network, et. To ommunite vi network B fr B de B nl DK D EL E F IRL I L NL A P FIN S UK IS LI NO BG CZ EE CY LV LT HU MT PL RO SI SK To develop progrmming skills To lern orret use of word proessor, spredsheet, et. To lern to serh for informtion on CD-ROM, network, et. To ommunite vi network Soure: Eurydie. : This sujet is not inluded in the urriulum t this level of edution. Additionl notes Portugl: The grdul inorportion of ICT into shools hs only reently got under wy nd the urriulum inluded no ojetives in 2000/01. Curriulr ojetives re eing speified for ll three stges of ensino ásio with effet from the 2001/02 shool yer. Finlnd: The urriul re designed t lol level on the sis of the ntionl ore urriulum. The shools determine the ojetives nd wht is to e tught, on the sis of the ntionl guidelines. Courses to develop progrmming skills re offered in some shools. United Kingdom (NI): The urriulum, whih does not mke speifi mention of ommunition vi network, is under review. Cyprus: With effet from the 2001/02 shool yer, ICT is inluded in the urriulum nd overs the four res shown. In generl, the ojetives of the ourses in ICT t lower seondry level onern the four tegories shown in Figure 22. However, the development of progrmming skills is not speified t this level of edution in mny ountries. In the United Kingdom (Englnd nd Wles), urriulr ojetives re defined in terms of the skills to e quired nd funtions to e omplished through the use of ICT, rther thn in terms of prtiulr tools, tehniques nd pplitions to e used. In ddition to these mjor tegories, the Germn urriulum inludes ourses to uild wreness of the history of tehnologies, the prolems of intelletul property nd the role of the omputer in the world of work. In Spin, the Netherlnds, the United Kingdom (Englnd, Wles nd Northern Irelnd), Liehtenstein nd the Czeh Repuli, the urriulum lso emphsises the vlue or reliility of informtion nd the role of ICT within soiety. 22

35 ICT IS TAUGHT AS A SEPARATE SUBJECT IN ALMOST ALL COUNTRIES IN GENERAL UPPER SECONDARY EDUCATION FIGURE 23: APPROACHES TO ICT DEFINED IN THE CURRICULUM. GENERAL UPPER SECONDARY EDUCATION (ISCED 3), 2000/01 Seprte sujet Used s tool for other sujets Seprte sujet nd used s tool for other sujets Not inluded in the urriulum Soure: Eurydie. Additionl notes Belgium (B fr): ICT onstitutes tool for disiplinry nd multidisiplinry lerning in generl upper seondry edution, ut is sometimes inluded s seprte sujet in ertin optionl ourses in trnsitionl tehnil edution. Belgium (B nl): Attinment trgets for upper seondry level re urrently eing drwn up. Greee: ICT is used s tool for tehing other sujets in votionl/tehnologil institutions. Frne: Only in the first yer of upper seondry edution is ICT oth tught s seprte sujet in its own right nd used s tool for other sujets. In the susequent yers, it is used solely s tool to teh other sujets. Luxemourg: In the fourth yer of generl seondry edution, ICT is tught solely s seprte sujet in its own right. In the susequent yers, it is used s tool for other sujets. Finlnd: The urriul re designed t lol level on the sis of ntionl guidelines. Shools my deide to inlude ICT s n optionl sujet in their urriulum. Sweden: ICT is seprte sujet in ertin upper seondry edution urriul. United Kingdom (E/W/NI): In Key Stge 4 (the first two yers of upper seondry edution), ICT is ompulsory seprte sujet in Englnd only, ut is generlly ville s n optionl seprte sujet in oth Wles nd Northern Irelnd. In post-ompulsory edution, ICT is n optionl seprte sujet throughout Englnd, Wles nd Northern Irelnd. In generl upper seondry edution, ICT is tught solely s seprte sujet in its own right in few ountries (Greee, Bulgri, the Czeh Repuli, Mlt, Hungry, Romni nd Slovki) nd less frequently used exlusively s tool for other sujets (Irelnd nd United Kingdom (Northern Irelnd nd Wles)). In the mjority of ses, ntionl urriul omine the two pprohes, nd reommend or presrie tht the tehing of ICT s seprte sujet should e supplemented y its use s tool for other sujets or for rrying out interdisiplinry projets. The results otined in this sujet re tken into ount for progression to the next yer in Germny (when the sujet is ompulsory or ore urriulum option), Spin, Luxemourg, Austri, Portugl nd in ll the pre-ession ountries with the exeption of Ltvi nd Cyprus. An externl ssessment is orgnised for this sujet in Luxemourg (for ertin ourse options), the United Kingdom (Sotlnd), Norwy, Bulgri (in some speilised seondry shools) nd Hungry. In the Netherlnds, ICT hs een sujet for optionl exmintion sine the 1998/99 shool yer. In the United Kingdom (Englnd, Wles nd Northern Irelnd), students who study ICT in the first two yers of upper seondry edution (i.e. lst two yers of ompulsory edution) my tke n externlly 23

36 ertifited qulifition (for exmple GCSE) in this sujet, ut this is not ompulsory. Students who hoose to study ICT in post-ompulsory upper seondry edution normlly tke n externlly ertifited qulifition (for exmple GCE AS or A level) in this sujet. Other post-ompulsory upper seondry students my now tke Key Skills Qulifition, longside other qulifitions. A grde in the nnul shool report or ertifite t the end of generl upper seondry edution is wrded on the sis of the knowledge nd skills quired in this sujet in the Germn-speking Community of Belgium, Denmrk, Germny, Luxemourg, Austri, Finlnd (if speifi ICT ourse is inluded in the study progrmme), Portugl, the United Kingdom (Sotlnd), Liehtenstein, the Czeh Repuli, Lithuni, Hungry, Polnd, Romni (in upper seondry edution speilising in ICT), Sloveni nd Slovki. PROGRAMMING IS INCLUDED IN A GREATER NUMBER OF CURRICULA AT UPPER SECONDARY LEVEL FIGURE 24: OBJECTIVES DEFINED IN THE CURRICULUM FOR THE TEACHING OR THE USE OF ICT. GENERAL UPPER SECONDARY EDUCATION (ISCED 3), 2000/01 To develop progrmming skills To lern orret use of word proessor, spredsheet, et. To lern to serh for informtion on CD-ROM, network, et. To ommunite vi network B fr B de B nl DK D EL E F IRL I L NL A P FIN S UK (E/W/NI) UK (SC) IS LI NO BG CZ EE CY LV LT HU MT PL RO SI SK To develop progrmming skills To lern orret use of word proessor, spredsheet, et. To lern to serh for informtion on CD-ROM, network, et. To ommunite vi network Soure: Eurydie. : This sujet is not inluded in the urriulum t this level of edution. Additionl notes Denmrk: Gymnsium nd HF ourses. Finlnd: The urriul re designed t the lol level on the sis of the ntionl ore urriulum. The shools determine the ojetives nd wht is to e tught, on the sis of the ntionl guidelines. Sweden: Optionl ourses to develop progrmming skills my e offered in upper seondry level. United Kingdom (E/W/NI): In Englnd, in Key Stge 4 (the first two yers of upper seondry edution) prtiulr ICT tools nd informtion soures re not speified; the urriulum emphsises the need to hoose pproprite ICT tools nd informtion soures nd to use them effetively to hieve rnge of purposes. ICT is not sttutory sujet in Wles or Northern Irelnd t this level of edution, ut must e used s pproprite ross the urriulum. Ielnd: The im of developing progrmming skills does not pply to ll students in generl upper seondry edution. Polnd: The ojetive entitled development of progrmming ility is optionl. Among the ountries tht hve inorported ICT into the urriulum of generl upper seondry edution, most pursue ll tegories of ojetives shown in Figure 24 This trend is prtiulrly striking in the pre-ession ountries. However, the development of progrmming skills is not speified t this level of edution in the Frenh-speking nd Germn Communities of Belgium, Spin, Frne, the Netherlnds, Austri, Portugl, Norwy nd Estoni. It is very unommon for ommunition vi network not to e one of the ojetives or key skills, exept in Portugl where the use of softwre is the only speifi ojetive trgeted. 24

37 TEACHERS WHO HAVE SPECIALISED IN ICT WORK MAINLY AT SECONDARY LEVEL Tehers who re sujet speilists in informtion nd ommunition tehnology re responsile for tehing this sujet t primry level in only few pre-ession ountries (Estoni, Hungry, Mlt, Polnd nd Romni). By ontrst, tehers who hve speilised in ICT re employed in seondry edution in the gret mjority of ountries. In Denmrk, Itly, Portugl, Ielnd nd Norwy, they re responsile for tehing ICT t upper seondry level only. However, the Frenh Community of Belgium nd Irelnd do not trin speilist tehers in ICT for ny of the levels of edution overed y Figure 25. In the Netherlnds, tehers t primry nd seondry level my reeive speil trining in ICT lsting for one yer fter their initil trining. On its ompletion, they re given the title of ICT oordintor. The initil trining of tehers speilising in ICT is in most ses provided t university level. ICT speilist tehers in Liehtenstein re trined in upper seondry edution. Depending on the level of edution t whih they re to teh, some speilist tehers in the Germn-speking nd Flemish Communities of Belgium, Austri, Ltvi, Hungry nd Polnd my e trined in non-university tertiry edution. The trining of speilist ICT tehers lsts from one-nd--hlf to 2 yers in Austri (Huptshule) to 7 yers in Luxemourg. FIGURE 25: SPECIALIST ICT TEACHERS. PRIMARY AND SECONDARY EDUCATION (ISCED 1, 2 AND 3), 2000/01 Primry nd seondry edution Lower nd upper seondry edution Upper seondry edution Neither primry nor seondry edution Soure: Eurydie. Additionl notes Belgium (B nl): When tehers in lower seondry edution hve ompleted their si trining, they my go on to ourses in whih they speilise in ICT. Frne: Courses in seondry edution re given y university-trined tehers in tehnology (ut not solely ICT). Luxemourg: In seondry edution, ICT ourses re given y engineers or university stff who hve speilised in omputer siene. Mlt: All tehers t primry level speilise in ICT. At lower seondry level, this pplies only to mthemtis tehers. 25

38 ICT IS STILL NOT UNIVERSALLY COMPULSORY IN INITIAL TEACHER TRAINING In over hlf of the Europen ountries, trining in ICT is ompulsory for ll future tehers whether they re intending to work in primry edution (Figure 26), lower seondry edution (Figure 27) or upper seondry edution (Figure 28). In some ountries, institutions re totlly free to devise nd struture their ourse of trining s they wish. Depending on the institution onerned, therefore, trining in ICT my e ompulsory sujet, ore urriulum option or n optionl sujet. This pplies to the initil trining of tehers for different levels of edution in Irelnd, Portugl until 2001/02, the Czeh Repuli, Hungry, Polnd nd Romni. In Spin nd in the United Kingdom (Wles nd Northern Irelnd), ll those intending to teh t primry level reeive trining in ICT. On the other hnd, orresponding provision for future seondry shool tehers depends on the institution t whih they undertke their initil trining. In the Frenh nd Germn-speking Communities of Belgium, trining in ICT is ompulsory for ll those intending to teh t primry nd lower seondry levels wheres, until the strt of the 2001/02 shool yer, trining institutions themselves deided whether to trin future tehers in upper seondry edution. In Slovki, initil trining of seondry shool tehers hs to inlude ICT-relted trining, wheres the inlusion of ICT in the initil trining of primry shool tehers depends on the institution they ttend. In few ountries, trining in the tehing of ICT is one of the ore urriulum options. The trining institutions onerned re thus oliged to offer the sujet, ut it is left to the trinees to deide whether or not to inlude it in their overll ourse of trining. In Germny nd in Itly, this pplies to the initil trining of ll primry nd seondry shool tehers wheres, in Liehtenstein nd in Bulgri the sme formul is limited to the trining of seondry shool tehers nd, in Austri, solely to those intending to work t upper seondry level. In Greee, only tehers in primry edution urrently reeive ompulsory trining in the tehing of ICT. At seondry level, this trining is not provided. 26

39 FIGURE 26: INCLUSION OF ICT IN THE INITIAL TRAINING OF ALL TEACHERS (EXCEPT SPECIALIST ICT TEACHERS). PRIMARY EDUCATION, 2000/01 ICT ompulsory trining Core urriulum option Institutionl utonomy Soure: Eurydie. Additionl notes Belgium (B nl) nd Netherlnds: Compulsory teher trining in ICT is onerned with si skills. Portugl: Initil trining in ICT will e ompulsory for ll future tehers from the strt of the 2001/02 shool yer, nd institutions will therefore e oliged to provide it. United Kingdom (E/W/NI): Intending primry tehers re trined to e le to teh ll sujets in the urriulum, inluding ICT. In ddition, n Initil Teher Trining Ntionl Curriulum for the use of ICT in tehing other sujets ws introdued in Englnd in Septemer In Wles, the possiility of introduing similr rrngements is under review. There is no orresponding proposl for Northern Irelnd, ut ITT providers re implementing strtegy for tehers to hieve equivlent ompetene. Estoni: An offiil doument on the generl skills expeted of tehers, whih ws dopted in Novemer 2000, inludes ICT in their trining, in line with the 1998 Ministry of Edution regultion emphsising the development of skills nd the use of ICT in lss. Explntory note The term ore urriulum option refers to one of rnge of sujets offered y trining institutions, from whih trinees hve to selet limited numer in order to over prt of their ompulsory minimum urriulum. As used here, the term lso implies tht ll institutions re oliged to inlude ICT in this rnge of sujets. Institutionl utonomy mens tht trining institutions re free to deide whether trining in ICT is ompulsory or otherwise. 27

40 FIGURE 27: INCLUSION OF ICT IN THE INITIAL TRAINING OF ALL TEACHERS (EXCEPT SPECIALIST ICT TEACHERS). LOWER SECONDARY EDUCATION (ISCED 2), 2000/01 ICT ompulsory trining Core urriulum option Trining not provided Institutionl utonomy Soure: Eurydie. Additionl notes Belgium (B nl) nd Netherlnds: Compulsory teher trining in ICT is onerned with si skills. Luxemourg nd Cyprus: The sitution reltes solely to the finl on-the-jo qulifying phse. Portugl: Initil trining in ICT will e ompulsory for ll future tehers from the strt of the 2001/02 shool yer, nd institutions will therefore e oliged to provide it. United Kingdom (E/W/NI): An Initil Teher Trining (ITT) Ntionl Curriulum for the use of ICT in tehing other sujets ws introdued in Englnd in Septemer In Wles, the possiility of introduing similr rrngements is under review. There re no plns for sttutory requirements in Northern Irelnd, ut ITT providers re implementing strtegy to hieve equivlent teher ompetene. Estoni: An offiil doument on the generl skills expeted of tehers, whih ws dopted in Novemer 2000, inludes ICT in their trining, in line with the 1998 Ministry of Edution regultion emphsising the development of skills nd the use of ICT in lss. Explntory note The term ore urriulum option refers to one of rnge of sujets offered y trining institutions, from whih trinees hve to selet limited numer in order to over prt of their ompulsory minimum urriulum. As used here, the term lso implies tht ll institutions re oliged to inlude ICT in this rnge of sujets. Institutionl utonomy mens tht trining institutions re free to deide whether trining offered in ICT is ompulsory or otherwise. 28

41 FIGURE 28: INCLUSION OF ICT IN THE INITIAL TRAINING OF ALL TEACHERS (EXCEPT SPECIALIST ICT TEACHERS). GENERAL UPPER SECONDARY EDUCATION (ISCED 3), 2000/01 ICT ompulsory trining Core urriulum option Trining not provided Institutionl utonomy Soure: Eurydie. Additionl notes Belgium (Bfr, B de): The trining of tehers for upper seondry edution will inlude trining in ICT from 2001/02. Belgium (B nl) nd Netherlnds: Compulsory teher trining in ICT is onerned with si skills. Luxemourg nd Cyprus: The sitution reltes solely to the finl on-the-jo qulifying phse. Portugl: Initil trining in ICT will e ompulsory for ll future tehers from the strt of the 2001/2002 shool yer, nd institutions will therefore e oliged to provide it. United Kingdom (E/W/NI): An Initil Teher Trining (ITT) Ntionl Curriulum for the use of ICT in tehing other sujets ws introdued in Englnd in Septemer In Wles, the possiility of introduing similr rrngements is under review. There re no plns for sttutory requirements in Northern Irelnd, ut ITT providers re implementing strtegy to hieve equivlent teher ompetene. Estoni: An offiil doument on the generl skills expeted of tehers, whih ws dopted in Novemer 2000, inludes ICT in their trining, in line with the 1998 Ministry of Edution regultion emphsising the development of skills nd the use of ICT in lss. Explntory note The term ore urriulum option refers to one of rnge of sujets offered y trining institutions, from whih trinees hve to selet limited numer in order to over prt of their ompulsory minimum urriulum. As used here, the term lso implies tht ll institutions re oliged to inlude ICT in this rnge of sujets. Institutionl utonomy mens tht trining institutions re free to deide whether trining offered in ICT is ompulsory or otherwise. 29

42 THE AMOUNT OF TEACHING RELATED TO ICT IN THE INITIAL TRAINING OF TEACHERS FOR LOWER SECONDARY EDUCATION IS OFTEN DETERMINED BY THEIR TRAINING INSTITUTION In some ountries, trining institutions re free to offer trining in ICT to future tehers in generl lower seondry edution (Figure 27) nd my deide to orgnise this provision s ompulsory sujet, ore urriulum option or n optionl sujet. In ll suh instnes, institutions re lso free to deide on the numer of hours of tehing devoted to ICT. This sitution is enountered in Spin, Irelnd, Portugl (until 2001/02), the Czeh Repuli, Hungry, Polnd nd Romni. In mny ountries in whih ICT is ompulsory omponent of the initil trining of ll tehers for lower seondry edution, it is not possile to indite the proportion of time devoted to ICT in the urriulum euse of the utonomy of institutions in determining the mount of tehing involved. There is no reommendtion estlishing minimum mount of tehing to e set side for ICT. This pplies to the Flemish Community of Belgium, Denmrk, Frne, the Netherlnds, Austri, Finlnd, the United Kingdom, Ltvi nd Slovki. In Germny, Itly nd Bulgri, teher trining ourses in ICT re ore urriulum options. Institutions re free to deide on the mount of tehing in the timetle tht should e devoted to these ore urriulum options. Finlly, in the Germn-speking nd Frenh Communities of Belgium nd in Norwy, ourses in ICT re ompulsory ut their ontent is n integrl prt of other sujets. The time offiilly reommended for ICT ourses in initil trining n only e lulted in the se of few ountries (Luxemourg, Sweden, Ielnd, Estoni, Cyprus, Lithuni, Mlt nd Sloveni). Suh lultions re generlly estimtes nd vritions my exist from one institution to the next. Differenes in the proportion of time devoted to ICT my e twie s muh in some of these ountries s in others nd the proportion is espeilly high in Cyprus nd in some institutions in Mlt. It should therefore e noted tht, in ll these ountries, trining of lower seondry edution tehers is sed on the onurrent model, exept in the se of Luxemourg nd Cyprus. In the former, solely the professionl stge of trining sed on the onseutive model is ntionlly provided. The perentge shre of ICT in teher trining is no pointer to the tul numer of hours devoted to it. This vries enormously nd there is no orreltion etween it nd the foregoing perentge. This is lrgely ttriutle to differenes, from one ountry to the next, in the mount of time in the entire ompulsory urriulum for initil teher trining. The totl mount of time ermrked for ICT in trining is gretest in Sweden, followed y Estoni nd Lithuni. 30

43 FIGURE 29: PERCENTAGE SHARE OF COMPULSORY TEACHING RELATED TO ICT, AND THE NUMBER OF HOURS DEVOTED TO SUCH TEACHING, IN THE INITIAL TRAINING OF ALL TEACHERS (EXCEPT SPECIALIST ICT TEACHERS). LOWER SECONDARY LEVEL (ISCED 2), 2000/ ; Autonomy (time only) Integrted provision Full utonomy (orgnistion nd time) L S IS EE CY LT MT SI Numer of ompulsory hours totl ICT or or or Perentge Soure: Eurydie. Additionl notes 1.4 or or or Germny: It is eh Lnd, nd not its individul institutions, tht is utonomous. Luxemourg: The mount of time lulted reltes solely to the finl on-the-jo qulifying phse, given tht this is the only phse offered in Luxemourg. Portugl: Initil trining in ICT will e ompulsory for ll future tehers from the strt of the 2001/02 shool yer, nd institutions will therefore e oliged to provide it. Sweden: The lultion is sed on n verge of five units. One unit represents week, whih normlly orresponds to 40 hours. Ielnd: The mount of time indited reltes to the trining of student tehers enrolled t the Ielnd University of Edution (Kennrháskóli Íslnds). Estoni: The mount of time indited reltes to the onurrent model, whih is the most widespred. Estoni, Lithuni, Mlt nd Sloveni: Differenes in the perentge shres nd mounts of time indited generlly orrespond to vritions etween one institution nd the next. In Sloveni, these perentges nd mounts lso depend on the ourses for the prtiulr sujet(s) whih trinees re intending to teh. Cyprus: The mount of time lulted reltes solely to the finl on-the-jo qulifying phse. Explntory note Definition of onepts used in the key: Autonomy: ICT is prt of the ompulsory urriulum or is ore urriulum option, ut trining institutions re free to deide how muh time should e devoted to eh sujet in the urriulum. Integrted provision: ICT-relted tehing is ompulsory, ut n integrl prt of provision in other sujets. Full utonomy: Institutions re free to deide whether or not they offer ourses in ICT nd if they do so, they re free to deide the mount of time devoted to ICT. Clultion: The numers of units devoted to ICT re expressed s perentges of the totl numer of ompulsory trining units. These units re lso expressed in hours. In the se of the onseutive model of trining, the shre of tehing devoted to ICT refers solely to the professionl stge of trining. 31

44 THE LEVEL OF DETAIL IN OFFICIAL RECOMMENDATIONS ON THE TEACHING OF ICT VARIES FROM ONE COUNTRY TO THE NEXT The freedom of trining institutions to speify the ICT-relted skills tht future tehers should quire is not s widespred s their freedom to determine the mount of tehing time devoted to ICT. In some ountries (Spin, Irelnd, Portugl until 2002, the Czeh Repuli, Hungry, Polnd nd Romni), institutions re fully utonomous s regrds the provision of ICT-relted tehing. Not only re they free to deide whether to offer it nd, if they do, to speify its ontent, ut they re eqully free to determine how muh time should e devoted to suh tehing. In some ountries, the reommendtions of the edutionl uthorities do no more thn stte tht tehing out ICT is ompulsory, without speifying wht skills should e developed nd wht ontent should e inluded. This pplies to the Frenh nd Germn-speking Communities of Belgium, Denmrk, Austri nd Finlnd, ut lso to Itly nd Bulgri two ountries in whih ICTrelted ourses re ore urriulum option. These re lso the ountries in whih the mount of time devoted to the ompulsory tehing of ICT nnot e identified, in the mjority of ses euse institutions re utonomous s shown in the preeding inditor. In ountries in whih tehing in the field of ICT is governed y douments whih desrie the skills to e developed during initil trining nd/or the skills expeted of tehers on the ompletion of trining, the detil in the reommendtions my vry from one ountry to the next. In most ses, suh reommendtions re very generl in nture. In Germny, the Netherlnds, the United Kingdom, Norwy nd Sloveni ll the fields referred to here re reommended. In Luxemourg, Cyprus, Mlt nd Sloveni, the reommendtions re lso reltively preise. It is to e noted tht, in these four ountries, institutions hve little room for mnoeuvre s regrds tehing out ICT from the stndpoint of either its proportionl shre of the timetle, or the ontent of provision. In Frne, the Netherlnds nd the United Kingdom, the ontent of trining is determined to some extent y the stndrds speified for the wrd of the tehing qulifition, lthough in Englnd there is, in ddition, detiled urriulum for the use of ICT in tehing other sujets. However, the wy in whih the ontent is strutured nd delivered nd the mount of time lloted depend lrgely on the individul institution. In the mjority of ountries in whih the res to e tught re speified, s muh importne is tthed to prtil ommnd of ICT for personl use, s mstery of it for tehing purposes. In Sweden, priority goes to tehing pplitions (whih re ompulsory). In the pre-ession ountries, on the other hnd, the emphsis pled on the vlue of ICT for personl use is greter, exept in Sloveni. The skills to whih importne is most frequently tthed during initil trining of tehers for lower seondry edution re the use of word proessing nd dt proessing progrmmes. Reommendtions less frequently emphsise the ommnd of skills suh s the use of edutionl softwre nd the Internet. 32

45 FIGURE 30: DESIRABLE ICT SKILLS ACCORDING TO OFFICIAL RECOMMENDATIONS FOR THE INITIAL TRAINING OF ALL TEACHERS (EXCEPT SPECIALIST ICT TEACHERS). LOWER SECONDARY EDUCATION (ISCED 2), 2000/01 ACQUIRING SKILLS IN ICT FOR PERSONAL USE B fr B de B nl DK D EL E F IRL I L NL A P FIN S UK (E, SC) UK (W) Use of word-proessing progrmmes Use of dt-proessing progrmmes Use of edutionl softwre progrmmes Use of the Internet ICT FOR TEACHING APPLICATIONS Use of word-proessing progrmmes Use of dt-proessing progrmmes Use of edutionl softwre progrmmes Use of the Internet NO RECOMMENDATIONS (:) ACQUIRING SKILLS IN ICT FOR PERSONAL USE IS LI NO BG CZ EE CY LV LT HU MT PL RO SI SK Use of word-proessing progrmmes Use of dt-proessing progrmmes Use of edutionl softwre progrmmes Use of the Internet ICT FOR TEACHING APPLICATIONS Use of word-proessing progrmmes Use of dt-proessing progrmmes Use of edutionl softwre progrmmes Use of the Internet NO RECOMMENDATIONS (:) Soure: Eurydie. Additionl notes Compulsory Institutionl utonomy Optionl Frne: The ministeril text on the use of ICT in IUFM sttes: The IUFM hve n essentil prt to ply in this development: they hve to prepre ll future tehers for the use of ICT nd ntiipte the skills ny of them will need in the future, in order to inorporte them from now on in the vrious spets of teher trining. Netherlnds: The Ministry nd the institutions hve rehed n offiil greement under whih the fields shown re ompulsory. Portugl: Initil trining in ICT will e ompulsory for ll future tehers from the strt of the 2001/02 shool yer, nd institutions will therefore e oliged to provide it. United Kingdom (NI): ICT for tehing pplitions only. Lithuni: The minimum stndrds expeted of tehers in the field of ICT re to quire the sis of modern informtion ulture, in prtiulr omputer litery, nd e le to pply them in one s work. Mlt: The field use of edutionl softwre is only ompulsory for the mthemtis, sienes, history nd soil sienes sujet res. Explntory note Definition of onepts used in the key: Compulsory: Also inludes ore urriulum options. Institutionl utonomy: Teher trining institutions re free to deide whether or not they offer ourses for these skills. Optionl: Sujets reommended s optionl ourses. The tegories nd fields listed do not neessrily orrespond to the preise titles of the ourses in eh ountry. 33

46 IN-SERVICE TRAINING: OFTEN AVAILABLE, RARELY COMPULSORY All ountries tht trin their tehers in the ICT hve defined poliies on in-servie trining in this field. Most ountries hve n offiil pln for in-servie trining in whih updting ICT skills is priority. In Germny, Ltvi nd Polnd, updting ICT skills is prt of n offiil pln ut it is not regrded s priority. Portugl, Bulgri, the Czeh Repuli, Estoni, Cyprus nd Romni re the exeptions, s they do not hve offiil plns in this re. At primry level, in-servie trining in the new tehnologies is right nd not n oligtion for ll tehers, whether they e generl or speilist tehers. In the United Kingdom, the New Opportunities Fund ICT trining progrmme (funded y the Ntionl Lottery) is intended to inrese the expertise of ll serving tehers in the use of ICT in their tehing, to the level of newly qulified tehers. In Liehtenstein, tehers re offered trining ourse in four stges (overing vrious kinds of desirle skills). At seondry level, in-servie trining in ICT is ompulsory solely for tehers who speilise in tehnology in Germny, Greee, Bulgri nd Ltvi. The sme pplies to speilist tehers t upper seondry level in the Germn-speking Community of Belgium nd in Cyprus. In Irelnd, Finlnd nd Sweden, t the different levels of edution, there is government inititive to give tehers support in quiring nd exploiting the opportunities provided y ICT. In Irelnd, initition into ICT through in-servie trining is not ompulsory ut hs nevertheless ttrted over 75 % of tehing stff to t lest one of the trining ourses on offer. In the sme wy s in Finlnd (in the inititive orgnised s prt of the ntionl OPE.FI projet), provision in Irelnd mkes it esier for tehers not only to quire si ICT skills ut lso to use them for tehing purposes. This finl point reltes to over hlf of ll tehing stff in Finlnd. In Sweden, provision strted in 1999 nd involves 50 % of tehers. AROUND HALF OF ALL TEACHERS HAVE UNDERGONE AN OFFICIAL TRAINING COURSE IN THE USE OF ICT IN THE CLASSROOM Throughout the EU s whole, more tehers in primry shools thn their seondry shool ounterprts hve ompleted n offiil trining ourse on the use of omputers or the Internet in tehing. This pplies to Spin, Irelnd, Itly, Luxemourg, the Netherlnds nd the United Kingdom. In some ountries (Denmrk, Germny, Frne, Portugl, Finlnd nd Sweden), the perentges of primry nd seondry shooltehers who hve reeived offiil trining re not very different. The ountries in whih lrge proportion of shooltehers (t oth primry nd seondry levels) hve een trined in this wy re Irelnd, Finlnd nd the United Kingdom. Conversely, fewer tehers t present in Germny, Greee, Luxemourg nd Portugl thn nywhere else sy they hve undergone offiil trining. 34

47 FIGURE 31: PERCENTAGES OF PRIMARY SCHOOLTEACHERS (ISCED 1) AND SECONDARY SCHOOLTEACHERS (ISCED 2 AND 3) WHO HAVE RECEIVED OFFICIAL TRAINING IN THE USE OF COMPUTERS AND/OR THE INTERNET IN THEIR TEACHING, 2001 % % EU B DK D EL E F IRL I L NL A P FIN S UK 0 Primry shooltehers Seondry shooltehers EU B DK D EL E F IRL I L NL A P FIN S UK Soure: Eurorometer Flsh 102. Explntory note The question put to tehers relted to whether they reeived offiil trining s either initil nd/or in-servie trining, oth of whih my e offiilly provided. The length of time involved is not speified. The ge of tehers seems to hve little ering on whether or not they hve reeived offiil trining in the use of omputers or the Internet. In the EU s whole, the perentges of tehers who hve hd suh trining vry little with the ge-group to whih they elong. The youngest tehers hve not reeived this kind of provision in ny greter numers thn their elders, so ICT trining would still not pper to e fully inorported in the initil trining of tehers t the strt of their reers. Older tehers, for their prt, hve een le to enefit from offiil in-servie trining. Similrly nd, here gin, in the EU s whole, neither the sex of tehers nor, in the se of seondry shooltehers, the sujet they teh ppers to hve ny ering on whether or not they hve undergone offiil trining. FIGURE 32: PERCENTAGES OF PRIMARY SCHOOLTEACHERS (ISCED 1) AND SECONDARY SCHOOLTEACHERS (ISCED 2 AND 3) IN THE EU WHO HAVE RECEIVED OFFICIAL TRAINING IN THE USE OF COMPUTERS AND/OR THE INTERNET IN THEIR TEACHING, 2001 Primry shooltehers who hve een offiilly trined in the use of: Seondry shooltehers who hve een offiilly trined in the use of: Computers The Internet Computers The Internet yers old 62 % 46 % 50 % 39 % % 40 % 46 % 35 % % 40 % 49 % 33 % 50 nd over 62 % 37 % 47 % 30 % Men 62 % 44 % 49 % 34 % Women 60 % 39 % 47 % 32 % Sienes 49 % 34 % Soil sienes 43 % 31 % Humnities 44 % 27 % Lnguges 52 % 37 % Professionl/tehnil ourses 46 % 27 % Computing 54 % 40 % Others 44 % 31 % Soure: Eurorometer Flsh

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49 ACKNOWLEDGEMENTS Eurydie Europen Unit Avenue Louise 240 B-1050 Brussels Co-ordintion: Arlette Delhxhe Authors: Arlette Delhxhe, Stéphnie Oerheidt, Annik Sré nd Berndette Forsthuer Lyout nd preprtion of grphis: Ptrie Brel Trnsltion: Brin Frost-Smith - We pges: Brigitte Gendeien Ntionl Units whih hve ontriuted to the preprtion of the doument EUROPEAN UNION BELGIQUE / BELGIË Unité frnophone d Eurydie Ministère de l Communuté frnçise Diretion générle des Reltions interntionles Bureu 6A/002 Boulevrd Léopold II, Bruxelles Contriution: joint responsiility Vlmse Eurydie-Eenheid Ministerie vn de Vlmse Gemeenshp Deprtement Onderwijs Afdeling Beleidsoördintie Koning Alert II - ln Brussel Contriution: joint responsiility Agentur Eurydie Ministerium der deutshsprhigen Gemeinshft Agentur für Europäishe Progrmme Qurtum Centre Hütte 79 / Bk Eupen Contriution: joint responsiility DANMARK Eurydie s Informtionskontor i Dnmrk Institutionsstyrelsen Undervisningsministeriet Frederiksholms Knl 25D 1220 Køenhvn K Contriution: joint responsiility BUNDESREPUBLIK DEUTSCHLAND Eurydie - Informtionsstelle eim Bundesministerium für Bildung und Forshung Heinemnnstrsse Bonn Contriution: Petr Jung Eurydie - Informtionsstelle der Länder im Sekretrit der Kultusministerkonferenz Lennéstrsse Bonn Contriution: Dr. Betrix Suter, Klus Boele ELLADA Eurydie Unit Ministry of Ntionl Edution nd Religious Affirs Diretion CEE / Setion C Mitropoleos Athens Contriution: Antigoni Frgoulitki, Elene Mthiopoulou, Angel Methodiou, Evi Zigr ESPAÑA Unidd de Eurydie Ministerio de Eduión y Cultur CIDE Centro de Investigión y Doumentión Edutiv /Generl Orá Mdrid Contriution: Crmen Morles Gálvez, Irene Arrimds López, Iñki Grí-Romnillos Grí, An Sánhez Crreño FRANCE Unité d Eurydie Ministère de l Édution ntionle Délégtion ux Reltions interntionles et à l Coopértion Centre de ressoures pour l informtion interntionle Rue de Grenelle Pris Contriution: Thierry Dmour with the ssistne of the Tehnology Diretorte (SDTETIC) IRELAND Eurydie Unit Deprtment of Edution nd Siene Interntionl Setion Mrlorough Street Dulin 1 Contriution: Fergl Noln, Frnk Kelly, Mired de Foite ITALIA Unità di Eurydie Ministero dell Puli Istruzione Biliote di Doumentzione Pedgogi Vi M. Buonrroti Firenze Contriution: joint responsiility LUXEMBOURG Unité d Eurydie Ministère de l Culture, de l'enseignement supérieur et de l Reherhe Route de Longwy Luxemourg Contriution: joint responsiility NEDERLAND Eurydie Eenheid Nederlnd Afd. Informtiediensten D073 Ministerie vn Onderwijs, Cultuur en Wetenshppen Postus Europweg LZ Zoetermeer Contriution: joint responsiility (Ministry of Edution, Culture nd Siene), Drs. Rymond vn der Ree (o-ordintion) ÖSTERREICH Eurydie Informtionsstelle Bundesministerium für Bildung, Wissenshft und Kultur At. I/6 Minoritenpltz Wien Contriution: joint responsiility PORTUGAL Unidde de Eurydie Ministério d Edução Deprtmento de Avlição, Prospetiv e Plnemento (DAPP) Av. 24 de Julho Liso Contriution: Rosário Mendes (expert), An Mhdo de Arújo, Luis Mi (Eurydie Unit) 37

50 ACKNOWLEDGEMENTS EUROPEAN UNION (ontinued) SUOMI / FINLAND Eurydie Finlnd Ntionl Bord of Edution P.O.Box 380 Hkniemenktu Helsinki Contriution: joint responsiility SVERIGE Eurydie Unit Ministry of Edution nd Siene Drottninggtn Stokholm Contriution: joint responsiility EFTA/EEA ountries ÍSLAND Eurydie Unit Ministry of Edution, Siene nd Culture Division of Evlution nd Supervision Sölvholsgt Reykjvik Contriution: joint responsiility LIECHTENSTEIN Ntionl Unit of Eurydie Shulmt Herrengsse Vduz Contriution: joint responsiility PRE-ACCESSION COUNTRIES BĂLGARIJA Eurydie Unit Interntionl Reltions Deprtment Ministry of Edution, Siene nd Tehnology 2A, Knjz Dondukov Bld 1000 Sofi Contriution: joint responsiility ČESKÁ REPUBLIKA Czeh Eurydie Unit Institute for Informtion on Edution ÚIV/IIE Senovážné nám. 26 P.O.Box No Prh 1 Contriution: joint responsiility EESTI Eurydie Unit Estonin Ministry of Edution 9/11 Tonismägi St Tllinn Contriution: joint responsiility (Tiigrihüppe Sihtsutus/Tiger Lep Foundtion/Ministère de l édution) KYPROS Eurydie Unit Ministry of Edution nd Culture Pedgogil Institute Ltsi P.O. Box Niosi Contriution: Andres Skotinos, Mihel Tortouris, Lefkios Dortis LATVIJA Eurydie Unit Ministry of Edution nd Siene Europen Integrtion nd Tehnil Assistne Progrmmes Co-ordintion Deprtment Vlnu Rig Contriution: joint responsiility with Ltvin Edution Informtistion System Projet LIETUVA Eurydie Unit Ministry of Edution nd Siene A. Volno 2/ Vilnius Contriution: joint responsiility UNITED KINGDOM Eurydie Unit for Englnd, Wles nd Northern Irelnd Ntionl Foundtion for Edutionl Reserh The Mere, Upton Prk Slough, Berkshire SL1 2DQ Contriution: joint responsiility Eurydie Unit Sotlnd Interntionl Reltions Unit The Sottish Exeutive Edution Deprtment Floor 1 Are B Vitori Quy Edinurgh EH6 6QQ Contriution: joint responsiility NORGE Eurydie Unit Royl Norwegin Ministry of Edution, Reserh nd Churh Affirs P.O. Box 8119 Dep. Akersgten Oslo Contriution: joint responsiility MAGYARORSZÁG Eurydie Unit Ministry of Edution Szly u Budpest Contriution: joint responsiility MALTA Edution Offier (Sttistis) Eurydie Unit Deprtment of Plnning nd Development Edution Division Florin CMR 02 Contriution: L. Zmmit (ssistnt diretor ICT) POLSKA Eurydie Unit Foundtion for the Development of the Edution System Sortes Ageny Al. Szuh Wrszw Contriution: Jerzy Dłek, Ann Smozyńsk ROMÂNIA Eurydie Unit Sortes Ntionl Ageny 1 Shitu Mgurenu 2 nd Floor Buhrest Contriution: Alexndru Modresu SLOVENIJA Eurydie Unit Ministry of Edution nd Sport Zupniev Ljuljn Contriution: joint responsiility SLOVENSKÁ REPUBLIKA Eurydie Unit Slovk Ademi Assoition for Interntionl Coopertion Stré grunty Brtislv Contriution: joint responsiility 38

51 Bsi Inditors on the Inorportion of ICT into Europen Edution Systems Fts nd figures 2000/01 Annul Report. Eurydie Brussels: Eurydie p. ISBN Desriptors: New tehnologies, Informtion tehnology, Edutionl tehnology, Didti use of omputer, Orgnising ody, Primry edution, Seondry edution, Curriulum, Teher edution, Cost of edution, Cyprus, Mlt, EFTA, Centrl nd Estern Europe, Europen Union

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53 EURYDICE, the informtion network on edution in Europe The EURYDICE Network produes relile, redily omprle informtion on ntionl edution systems nd poliies. EURYDICE lso ts s n oservtory, highlighting oth the diversity of systems nd their ommon fetures. Working on ehlf of poliy-mkers nd the world of edution, EURYDICE prepres nd pulishes: regulrly updted desriptive nlyses of the orgniztion of edution systems; omprtive studies on speifi topis of Europen interest; inditors on the vrious levels of edution from pre-primry to tertiry edution. EURYDICE lso hs its own dtse, EURYBASE, whih onstitutes further highly detiled referene soure on edution systems in Europe. By irulting the results of its work, EURYDICE promotes etter mutul understnding of these systems nd the ommon issues tht run through them. Estlished in 1980, EURYDICE is n integrl prt of Sortes, the Community tion progrmme in edution. The Network omprises Ntionl Units nd Europen Unit. Ntionl Units set up y the orresponding edution ministries now exist in 30 ountries, nmely the 15 EU Memer Sttes, the three EFTA/EEA ountries, ten entrl nd estern Europen ountries, Cyprus nd Mlt. These Units provide nd hek the si informtion needed to sustin network tivity. The Brussels-sed Europen Unit set up y the Europen Commission is responsile for mngement of the network, oordintion of its tivities, preprtion of the omprtive nlyses, nd dtse design nd dministrtion. EURYDICE on the Internet